JONAED

The study explored the effect students-generated questions after instruction have on their engagement time in mathematics learning. This was done by comparing the engagement time of students who are exposed to question generation as an instructional strategy and those who were not exposed to the strategy. Gender was incorporated as a moderating variable. Two research questions and two null hypotheses guided the conduct of the research. A blend of experimental and survey research designs were adopted. A sample of 132 SS2 students was selected from two secondary schools in Umuahia Education Zone of Abia State by purposive sampling technique. Students were randomly assigned to experimental and control groups. Data were collected using student engagement questionnaire validated by two lecturers from measurement and evaluation and t – test statistic was used to compare the engagement time of students who were exposed to question generation and those who were not exposed to the strategy. Results indicated significant difference in the engagement time of experimental and control groups with the experimental group having higher engagement time. However, no significant difference was found in the engagement time of boys and girls who were exposed to question generation strategy even though question generation as an instructional strategy equally enhanced the time both male and female students are engaged in mathematics learning. The researchers recommended among other things that students should be asked to construct questions after instruction to keep them actively engaged in learning activities.