Effects of question prompts and self-explanation on database problem solving in a peer tutoring context

Min Huei Lin; Ming Puu Chen; Ching Fan Chen

doi:10.1007/978-3-319-15705-4_18

Effects of question prompts and self-explanation on database problem solving in a peer tutoring context

Min Huei Lin^*, Ming Puu Chen, Ching Fan Chen

^*Corresponding author for this work

Graduate Institute of Information and Computer Education

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

3 Citations (Scopus)

Abstract

In the prior research, using the computing system (HCCS) indeed identified the gaps between doing and knowing when students learned concepts and performed problem solving tasks of database management. To bridge the emerged gaps by interacting with well-designed question prompts and selfexplanations treatments, the purpose of this study is to examine the effects of question prompts, self-explanation, and the interaction of question prompts and self-explanation on undergraduate students’ database conceptual knowledge and problem solving performance in a peer tutoring context. One hundred and fiftyone undergraduates from three classes in a private university participated in the 8-week experimental instruction. The results reveals that (a) the interaction of question prompts and self-explanation was not significant, and (b) for the problem solving performances, the integral question prompt group outperformed the gradual question prompt group and the scenario-based self-explanation group outperformed the elaboration-based self-explanation group.

Original language	English
Title of host publication	Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings
Editors	Ngoc Thanh Nguyen, Bogdan Trawiński, Ngoc Thanh Nguyen, Raymond Kosala
Publisher	Springer Verlag
Pages	180-189
Number of pages	10
ISBN (Electronic)	9783319157047
DOIs	https://doi.org/10.1007/978-3-319-15705-4_18
Publication status	Published - 2015
Event	7th Asian Conference on Intelligent Information and Database Systems, ACIIDS 2015 - Bali, Indonesia Duration: 2015 Mar 23 → 2015 Mar 25

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	9012
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Other

Other	7th Asian Conference on Intelligent Information and Database Systems, ACIIDS 2015
Country/Territory	Indonesia
City	Bali
Period	2015/03/23 → 2015/03/25

Keywords

Peer tutoring
Problem solving
Question prompt
Self-explanation

ASJC Scopus subject areas

Theoretical Computer Science
General Computer Science

Access to Document

10.1007/978-3-319-15705-4_18

Cite this

Lin, M. H., Chen, M. P., & Chen, C. F. (2015). Effects of question prompts and self-explanation on database problem solving in a peer tutoring context. In N. T. Nguyen, B. Trawiński, N. T. Nguyen, & R. Kosala (Eds.), Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings (pp. 180-189). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9012). Springer Verlag. https://doi.org/10.1007/978-3-319-15705-4_18

Effects of question prompts and self-explanation on database problem solving in a peer tutoring context. / Lin, Min Huei; Chen, Ming Puu; Chen, Ching Fan.
Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings. ed. / Ngoc Thanh Nguyen; Bogdan Trawiński; Ngoc Thanh Nguyen; Raymond Kosala. Springer Verlag, 2015. p. 180-189 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 9012).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Lin, MH, Chen, MP & Chen, CF 2015, Effects of question prompts and self-explanation on database problem solving in a peer tutoring context. in NT Nguyen, B Trawiński, NT Nguyen & R Kosala (eds), Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 9012, Springer Verlag, pp. 180-189, 7th Asian Conference on Intelligent Information and Database Systems, ACIIDS 2015, Bali, Indonesia, 2015/03/23. https://doi.org/10.1007/978-3-319-15705-4_18

Lin MH, Chen MP, Chen CF. Effects of question prompts and self-explanation on database problem solving in a peer tutoring context. In Nguyen NT, Trawiński B, Nguyen NT, Kosala R, editors, Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings. Springer Verlag. 2015. p. 180-189. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-15705-4_18

Lin, Min Huei ; Chen, Ming Puu ; Chen, Ching Fan. / Effects of question prompts and self-explanation on database problem solving in a peer tutoring context. Intelligent Information and Database Systems - 7th Asian Conference, ACIIDS 2015, Proceedings. editor / Ngoc Thanh Nguyen ; Bogdan Trawiński ; Ngoc Thanh Nguyen ; Raymond Kosala. Springer Verlag, 2015. pp. 180-189 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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keywords = "Peer tutoring, Problem solving, Question prompt, Self-explanation",

author = "Lin, {Min Huei} and Chen, {Ming Puu} and Chen, {Ching Fan}",

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PY - 2015

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N2 - In the prior research, using the computing system (HCCS) indeed identified the gaps between doing and knowing when students learned concepts and performed problem solving tasks of database management. To bridge the emerged gaps by interacting with well-designed question prompts and selfexplanations treatments, the purpose of this study is to examine the effects of question prompts, self-explanation, and the interaction of question prompts and self-explanation on undergraduate students’ database conceptual knowledge and problem solving performance in a peer tutoring context. One hundred and fiftyone undergraduates from three classes in a private university participated in the 8-week experimental instruction. The results reveals that (a) the interaction of question prompts and self-explanation was not significant, and (b) for the problem solving performances, the integral question prompt group outperformed the gradual question prompt group and the scenario-based self-explanation group outperformed the elaboration-based self-explanation group.

AB - In the prior research, using the computing system (HCCS) indeed identified the gaps between doing and knowing when students learned concepts and performed problem solving tasks of database management. To bridge the emerged gaps by interacting with well-designed question prompts and selfexplanations treatments, the purpose of this study is to examine the effects of question prompts, self-explanation, and the interaction of question prompts and self-explanation on undergraduate students’ database conceptual knowledge and problem solving performance in a peer tutoring context. One hundred and fiftyone undergraduates from three classes in a private university participated in the 8-week experimental instruction. The results reveals that (a) the interaction of question prompts and self-explanation was not significant, and (b) for the problem solving performances, the integral question prompt group outperformed the gradual question prompt group and the scenario-based self-explanation group outperformed the elaboration-based self-explanation group.

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Effects of question prompts and self-explanation on database problem solving in a peer tutoring context

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