| Summary: | 碩士 === 國立成功大學 === 教育研究所 === 98 === The main purpose of this study was to investigate the effects of online student-generated questions with drill-and-practice activities on elementary students’ social studies academic achievement, instructional materials motivation, attitudes toward social studies, and learning satisfaction. This study adopted a pretest-posttest quasi-experimental design. The subjects of this study were 145 fifth-graders from 6 classes of two elementary schools in Tainan City. A web-based learning system that enabled students to generate questions and practiced was adopted and used in the study for 35 minutes in class for five weeks. Quantitative data were analyzed by one-way ANCOVA and one-way ANOVA. The main results were as follows:
1. For social studies academic achievement, students participated in the question-generating with practice group (items from teachers) performed significantly better than the question-generating and the question-generating with practice groups (items from students).
2. For social studies instructional materials motivation, students participated in the question-generating with practice group (from teachers) performed significantly better than the question-generating and question-generating with practice groups (items from students).
3. For attitudes toward social studies, there were no statistically significant differences between the three groups.
4. For learning satisfaction, there were no statistically significant differences between the three groups.
Finally, suggestions for teacher instruction and future research are proposed.
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