The purpose of this study is to explore the effect of student question generation strategy on students' reported use of cognitive strategies and metacognitive strategies. Furthermore, the relationship between the SQG performance and academic achievement was also examined. A single group experiment was implemented for 7 weeks. Seventy-two junior high school students from two intact history classes were recruited. Participants were engaged in the SQG task followed by the peer-assessment activity. The finding supported the positive effect of the SQG on enhancing students' use of cognitive strategies and metacognitive strategies. Additionally, students' SQG performance was significantly correlated with their academic achievement, which was supported.
The Workshop Proceedings of the 22nd International Conference on Computers in Education, 354-358.