Record Detail

This study investigated the joint effects of
online student question-generation and cooperative learning
strategies with regard to learning anxiety and student perceptions
of the value of the related activity for enhancing
self-perceived competence. A 2 (question generation vs
non-question generation) 9 2 (cooperative learning vs
individual learning) quasi-experimental research design
was adopted. A total of 132 sixth graders from four classes
participated in an intervention that lasted for four consecutive
weeks. An online learning system that enabled students
to construct, assess, and answer questions was used.
An analysis of the data thus obtained revealed that the joint
use of the cooperative learning and question-generation
strategies did neither lead to less learning anxiety being
associated with the activity, nor did it promote student
perceptions of the value of the activity for enhancing selfcompetence
with regard to either the learning content or
strategies used, as compared to the approach using only one
strategy. These unexpected results are explained with reference
to cognitive load theory. The limitations and
significance of this study are provided, along with suggestions
for practitioners and researchers.