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http://dx.doi.org/10.5012/jkcs.2012.56.5.648

The Effects of Question Generating Strategy and Feedback on Science Achievement, Self-efficiency and Perception of the Class in Middle School  

Moon, Seong-Bae (Department of Chemistry Education, Pusan National University)
Kim, Mi-Hey (Department of Chemistry Education, Pusan National University)
Lee, Ji-Hwa (Department of Chemistry Education, Pusan National University)
Kim, Yoon-Seok (Department of Chemistry Education, Pusan National University)
Publication Information
Journal of the Korean Chemical Society / v.56, no.5, 2012 , pp. 648-657 More about this Journal
Abstract
This study is examined for the effects of question generating strategy and feedback(teacher feedback and student peer reviews) on science achievement, self-efficiency and perception of the class in the middle school. Three classes of middle school 1st grade in a city were sampled for the study. The students in comparative group took traditional lessons and solved questions presented on worksheets distributed by a teacher. On the other hand, the students in the experimental groups 1 and 2 generated and solved questions by themselves after traditional lessons and then participated in the activity with peer's feedback and teacher's feedback, respectively. A self-efficiency test had been conducted before the treatments and the various tests such as achievement, self-efficiency and the perception of the class were carried out after treatments. The statistical results were analysed by ANCOVA, MANCOVA and t-test. The results of this study were as follows: First, there was significant difference between the control and experimental groups in the science achievement test (p<.01). But there was no significant difference between the experimental groups (p>.05). Second, both of the experimental groups showed enhanced self-efficiency compared with comparative group (p<.01). In sub-areas of self-efficiency, there were also meaningful results in the area of self-efficiency for control experimental group 1(p<.01), and in the area of difficulty preferences for experimental group 2 (p<.01). Third, the experimental group 1, given teacher's feedback, showed more positive perception of the class than the experimental group 2 that was given peer's feedback (p<.01).
Keywords
Question generating; Science achievement; Self efficiency; Perception of the class;
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