Abstract:
Recent interest in student-centric pedagogies have resulted in the development of numerous tools that support student generated questions. Previous evaluations of such tools have reported strong correlations between student participation and exam performance, yet the level of student engagement with other learning activities in the course is a potential confounding factor. We show such correlations may be explained by other factors, and we undertake a deeper analysis that reveals evidence of the positive impact question-generation activities have on student performance.