Student questioning tendencies and learning performances in a classroom inquiry curriculum: An SEM analysis
Wu, L., Looi, C.-K., How, M. L., & He, S. (2018). Student questioning tendencies and learning performances in a classroom inquiry curriculum: An SEM analysis. In J. C. Yang, M. Chang, L.-H. Wong, & M. M. T. Rodrigo (Eds.), Proceedings of the 26th International Conference on Computers in Education (ICCE) 2018 (pp. 397-405). Manila, Philippines: Asia-Pacific Society for Computers in Education (APSCE). https://apsce.net/icce/icce2018/wp-content/uploads/2018/12/C4-04.pdf
How, Meng Leong
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.
National Research Foundation, Singapore (Grant no.: NRF2015-EDU001-IHL11)
National Research Foundation, Singapore