Student questioning tendencies and learning performances in a classroom inquiry curriculum: An SEM analysis

Abstract

In this paper, we examine the use of the Stanford Mobile Inquiry-based Learning Environment (SMILE), a virtual learning environment and inquiry maker that allows students to be involved in their individual learning process. SMILE provides students a platform to generate their questions, leading to opportunities. Students undertake a process of creating and presenting their inquiries; analysing and responding to their peers’ questions, through an interactive and engaging exchange. This empirical study, with an SEM analysis, connotes a positive causal relationship between student learning performances and questioning tendencies, upholds the value of fostering student to generate questions for their inquiries and learning.