Effectiveness of an Integrated Question-Answer Relationship Strategy Intervention Program
The purpose of this study was to investigate the effectiveness of an integrated question-answer relationship strategy (QARS) intervention program for fifth graders. A quasi-experimental design was adopted with a pretest, posttest, and retention posttest. Thirty-seven fifth-grade students from 2 classes at an elementary school in Pingtung County were recruited as participants. One class was randomly assigned as the experimental group (EG), and the other as the control group (CG). During the experiment, the students in the EG received integrated QARS instruction, whereas those in the CG received no treatment. Before, immediately after, and 2 weeks after the experiment, the students in both groups were measured using the Chinese Achievement Test, Reading Comprehension Test, and Metacognition of Reading Scale. Additionally, the students in the EG completed the QARS Question Identification Test before and immediately after the experiment, and completed the Teaching Feedback Questionnaire after the experiment. The results show that (1) the EG outperformed the CG on the posttest and retention-posttest of the Chinese Achievement Test; (2) the EG outperformed the CG on the posttest and retention-posttest in reading comprehension; (3) the EG and CG did not differ on the posttest and retention-posttest in reading metacognition; and (4) students who received QARS instruction had a positive attitude toward QARS learning and instruction.
|關鍵詞||問題答案關係策略、閱讀理解策略、融入式策略教學、question-answer relationship strategy、reading comprehension strategy、integrated strategy instruction|