ABSTRACT
The study investigated the immediate and delayed effects of multiple-choice question-generation learning activities on students’ cognitive strategies use within a web-based learning environment. A 2 (question-generation versus non question-generation) × 3 (measuring times) mixed-design experimental research method was used. 132 sixth-graders participated in the study. A web-based learning system that enables students to construct, peer-assess, view, and practice answering multiple-choice questions was introduced to support their science learning. Findings supported the immediate and prolonged effects of online multiple-choice question-generation learning strategy on students’ cognitive strategy development. Suggestions for classroom instructors are rendered.
