Student- versus teacher-generated explanations for answers to online multiple-choice questions: What are the differences?

• Published in: Computers and education Vol. 173; p. 104273
• Main Authors: Yu, Fu-Yun, Chen, Chiao-Yi
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 01.11.2021
• Subjects: Applications in subject areas; Interactive learning environments; Primary education; Teaching/learning strategies; Primary education; Teaching/learning strategies; Interactive learning environments; Applications in subject areas
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2021.104273

The idea of students as authors of assessment items, in particular, multiple-choice questions, is being increasingly taken up by classroom teachers, and studies examining its educational potential have largely been positive. A concomitant question regarding if and how students benefit from the use of student-authored questions with answers and explanations for learning is currently understudied. Noting that the structures, types, and amount of knowledge between a teacher and students may be distinctly different, the purpose of this study was to examine whether there are different learning effects from the use of student- versus teacher-generated explanations for answers to online multiple-choice questions. Additionally, an attempt was made to determine the ways that explanations generated by students and teachers differ. A non-equivalent pretest-posttest experimental research design was adopted. Four sixth-grade classes (n = 104) from a single primary school participated in six weekly online multiple-choice question-answering exercises. Although the results of the analysis of covariance did not show statistically significant between-group differences in academic achievement, the participants receiving student-generated explanations had significantly better attitudes toward the subject matter as compared to their counterparts receiving teacher-generated explanations. A content analysis on the explanations generated by the teacher and students, followed up by chi-square tests of independence, post-hoc pairwise tests with Bonferroni correction, and t-tests further revealed significant differences in several areas, including types of explanations, styles, and number of words. •Benefits from the use of student-generated explanations for online multiple-choice question-answering were examined.•Student- and teacher-generated explanations were significantly different in terms of types, styles, and word quantity.•Better attitudes toward the subject matter were confirmed for student-generated explanations.•Comparative academic achievement was found between students receiving student- and teacher-generated explanations.