The Effects of StudentGenerated Questions on Reading Comprehension of Korean University Student. The Linguistic Association of Korea Journal. 18(3). 125143. The purpose of this study is to investigate a way to assist Korean teachers to improve their teaching by utilizing studentgenerated questions as well as those traditionally generated by teachers. Students performance toward the SQ3R1) approach which guides students to make questions are measured in two different instructional treatments: the treatment 1 (hereafter, TR 1) group learning readers generating questions by using SQ3R and the treatment 2 (hereafter, TR 2) group learning a teacher or textbook generating questions by not using SQ3R. The result of hypothesis 1 indicates no significant difference in student achievement of who generates more questions between two groups. he result of hypothesis 2 shows no significant difference between total mean scores of the number of higher level questions for treatment 1 (mean=3.25) and treatment 2 (mean=3.03). The result of hypothesis 3 shows that there is a significant difference (p=0.006) between total mean scores of the posttest for treatment I and treatment 2. Therefore, the results of this study strongly support the indication that studentgenerated questions made by the SQ3R learning can improve students reading comprehension.
Dohyun Yun (Hankuk University of Foreign Studies) 126 ∣ Dohyun Yun Introduction The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 127 128 ∣ Dohyun Yun Purpose The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 129 Methods 3.1 A Question-Answer Relationship (QAR) Taxonomy 130 ∣ Dohyun Yun 3.2 The SQ3R Technique 3.3 Subjects 3.4 Procedures The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 131 132 ∣ Dohyun Yun 3.5 Data Analysis Results The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 133 Table Levene's Test for Equality of Variance of Pretest Table t-test for Equality of Means for Pretest 134 ∣ Dohyun Yun Table t-test for Equality of Means for the Number of Questions ± The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 135 Table t-test for Equality of Means for the Number of Higher Level Questions ± Figure Scatterplot of TR and TR between the two variables 136 ∣ Dohyun Yun Table t-test for Equality of Means for Posttest Scores ± The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 137 Table ANOVA for Posttest Scores Dependent Variable: Posttest Scores Discussion 138 ∣ Dohyun Yun References The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 139 140 ∣ Dohyun Yun The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 141 The SQ3R Method 142 ∣ Dohyun Yun The Effects of Student-Generated Questions on Reading Comprehension of Korean University Student ∣ 143 Dohyun Yun Received: 26 March, 2010 Revised: 30 July, 2010 Accepted: 10 September, 2010