A Research on the Effect of the Adjusted Question-answer Relationship Strategy on Reading Comprehension Instruction for Social Studies in Primary School

• Main Authors: Pei-hsuan Huang, 黃珮選
• Other Authors: 陳姚真
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/32166971865249197044

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.