Effects of the Problem Posing Strategies of Students on Affective Learning Outcomes and Academic Achievement: A Meta-Analysis
Author: Yuen-Kuang Liao (Center for Teacher Education, Chinese Culture University), Cheng-Ching Chang (Research Institute for the Humanities and Social Sciences, Ministry of Science and Technology)
Vol.&No.：Vol. 61, No. 3
Date：September 2016
Pages：1-42
DOI：10.6209/JORIES.2016.61(3).01
Abstract：
A meta-analysis was performed to synthesize existing research that investigated the effects of problem-posing strategies on the affective learning outcomes and academic achievement of students in Taiwan. We adopted problem posing, problem generation, problem writing, and problem formulation as keywords and gathered 31 studies (comprising 17 comparisons for the affective domain and 34 comparisons for academic achievement), converting their quantitative data to effect size (ES). The results demonstrated that problem posing strategies provided considerable benefits than traditional instruction did on students’ affective learning outcomes (ES = 0.34) and academic achievement (ES = 0.57), and the larger positive effect sizes showed the benefit is greater on academic achievement. In addition, four moderator variables were selected for investigating affective learning outcomes and five moderator variables were selected for investigating academic achievement (including subject area, instructor bias, total number of courses, and cooperative learning), all of which had statistically significant impacts on the mean ES. Finally, the noteworthy suggestions and limitations of this study were discussed.
Keywords：academic achievement, affective learning outcome, meta-analysis, problem posing, question posing
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