| Summary: | 碩士 === 國立中正大學 === 教育學研究所 === 100 === The purpose of this study was to explore the influences on students’
question-asking ability, answering ability, reading comprehension and
learning attitude by applying the adjusted question-answer relationship
strategy (QAR) to reading comprehension instruction for social studies in
primary school. Adopting the quasi-experimental design, this study included
23 fifth graders in one class in Chia-yi County. A six-week teaching
experiment was designed and implemented. Afterwards empirical data on
students’ question-asking ability, answering ability, reading comprehension
and learning attitude were collected and analyzed qualitatively and
quantitatively.
The main results of this study are as follows:
1. The adjusted QAR strategy can effectively enhance the question-asking
ability of students at different level of literacy.
2. The adjusted QAR strategy can effectively improve the answering ability
of students at different level of literacy.
3. The adjusted QAR strategy can effectively promote students' reading
comprehension ability. Students with low level of literacy have significant
improvement, but those with high level of literacy make no significant
differences.
4. The students take a positive attitude toward social studies and the adjusted
QAR teaching strategy in confidence, interest, as well as values and beliefs.
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