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題名：Improving Management Students’ Skills in Framing “Thought-Provoking Questions”: An Action Research
書刊名：International Journal of Business and Information
作者：Mary Gretchen F. Chaves
出版日期：2016
卷期：11:1
頁次：頁27-48
主題關鍵詞：Action research；Thought-provoking-questions；Management education；Deep learning
原始連結：連回原系統網址new window
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This paper describes how a teaching intervention in an action research (AR) environment improved the learning processes and higher-order thinking skills among undergraduate management students. Action research has been gaining currency as a way of improving business and management education. The current study, conducted from October to December 2014, involved 70 students at a state university in the Philippines. As part of their class work in the Introduction to Management course, the students were assigned to teams, which took turns in presenting various management concepts to the class as a whole. Non-presenting students were required to submit student-generated “thought-provoking questions” (TPQs) for class discussion. The teacher-researcher’s reflection on the initial results of the TPQs necessitated a teaching intervention to improve the quality of the students’ TPQs. The lecture intervention improved the management students’ TPQ writing skills and learning processes. This study’s findings are supported by the triangulation method of (1) the teacher-researcher’s observations, (2) the students’ self-reports through a post-intervention survey, and (3) a t-test of mean differences in students’ marks. The paired t-test for mean differences between the pre- and post-lecture scores is significant and shows improved average scores after the lecture-intervention. The study concludes that AR may be an effective mode of improving teaching methods in management education.
期刊論文
1.Offir, B.、Lev, Y.、Bezalel, R.(2008)。Surface and deep learning processes in distance education: Synchronous versus asynchronous systems。Computers Education，51(3)，1172-1183。  new window
2.Nardone, C. F.、Lee, R. G.(2011)。Critical inquiry across the disciplines: Strategies for student-generated problem posing。College Teaching，59(1)，13-22。  new window
3.Berry, J. W.、Chew, S. L.(2008)。Improving learning through interventions of student-generated questions and concept maps。Teaching Psychology，35，305-312。  new window
4.Chin, C.(2004)。Students' questions: Fostering a culture of inquisitiveness in science classrooms。School Science Review，86(314)，107-122。  new window
5.Hunkins, F. P.(1969)。Effects of analysis and evaluation questions on various levels of achievements。Journal of Experimental Education，38(2)，45-58。  new window
6.Cunningham, B. M.(2008)。Using action research to improve learning and the classroom learning environment。Issues in Accounting Education，23(1)，1-30。  new window
7.Ciardiello, A. V.(1998)。Did you ask a good question today? Alternative cognitive and metacognitive strategies。Journal of Adolescent and Adult Literacy，42，210-219。  new window
8.Riel, M.(2010)。Understanding action research。Research Methods in the Social Sciences，17(1)，89-96。  new window
9.Turner, M.、Bakersville, R.(2013)。The experience of deep learning by accounting students。Accounting Education: An International Journal，22(6)，582-604。  new window
10.Vogel-Walcutt, J. J.、Gebrim, J. B.、Bowers, C.、Carper, T. M.、Nicholson, D.(2011)。Cognitive load theory vs. constructivist approaches: Which best leads to efficient deep learning?。Journal of Computer Assisted Learning，17，133-145。  new window
11.Yasmeen, G.(2008)。Action research: An approach for the teachers in higher education。Turkish Online Journal of Educational Technology，7(4)。  new window
12.Young, M. R.、Rapp, E.、Murphy, J. W.(2010)。Action research: Enhancing classroom practice and fulfilling educational responsibilities。Journal of Instructional Pedagogies，3(1)，1-20。  new window
13.Broggy, J.(2011)。The art of asking thought-provoking questions: Their role in encouraging student participation in the science classroom。Resource and Research Guides，2(13)。  new window
14.Marton, Ference、Säljö, Richard(1976)。On qualitative differences in learning: I-Outcome and process。British Journal of Educational Psychology，46(1)，4-11。  new window
圖書
1.Sago, Richard(2000)。Guiding School Improvement with Action Research。Alexandria, VA：Association for Supervision and Curriculum Development。  new window
2.Biggs, John B.(1987)。Student Approaches to Learning and Studying。Australian Council for Educational Research Ltd.。  new window
3.Briggs, J.(2006)。What the student does, Teaching for enhanced learning。Higher Education and Development Publication。  new window
4.Cohen, L.、Manion, L.、Morrison, K.(2004)。Published on the companion web resource for A Guide to Teaching Practice。Routledge Falmer。  new window
5.Dana, N. F.、Yendol-Hoppey, D.(2008)。The Reflective Educator's Guide to Professional Development: Coaching Inquiry-Oriented Learning Communities。Thousand Oaks, Calif.：Corwin Press。  new window
6.Lublin, Jackie(2003)。Deep, surface, and strategic approaches to learnin。Centre for Teaching and Learning Good Practices in Teaching and Learning。  new window
7.McNiff, J.、Whitehead, J.(2010)。You and Your Action Research Project。Routledge。  new window
8.Rothstein, D.、Santana, L.(2011)。Make Just One Change: Teach Students to Ask Their Own Questions。Cambridge：Harvard Education Press。  new window
9.Reason, Peter、Bradbury, Hilary(2001)。Handbook of Action Research: Participative inquiry and practice。Sage。  new window
圖書論文
1.Kemmis, S.(1981)。Action research in prospect and retrospect。The Action Research Reader。Geelong：Deakin University Press。  new window
 
 
 
 
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