"student question" is a correct phrase and can be used in written English.
It refers to a question asked by a student in a classroom setting or pertaining to their studies. It can be used in a sentence like: "During the Q&A session, the professor answered various student questions about the course material." Another example could be: "The teacher encouraged students to participate by asking student questions and engaging in discussions."
Twenty-four New York City math teachers can now deftly answer this age-old student question: "When will I ever use this?" On Aug. 17, the teachers graduated from Polytechnic University's six-week real-world math program.
She used a common student question to frame an activity: Did humans evolve from chimpanzees?
The Point & Query component has been shown to increase the frequency and depth of student question asking when suitably engineered.
Utterance types such as teacher question (Q), teacher feedback (F), student response (R), or student question (SQ) are positioned in the rows in a CDAT table.
She tended to get too pre-occupied with interacting with the students, answering almost every single student question, and often giving away correct solutions.
Despite the fact that the benefits of student question generation are well documented, most students do not take part in question generation exercises during their formal schooling and are not accustomed to authoring questions.
He answered student questions with evident pleasure.
When a student questions Sun on the word's meaning she defines it with enthusiasm: "Thespian!
After the first round of voting, teachers may elect to hold a round of student questions and rebuttals.
An online learning system with a focus on student-question generation strategy, called QuARKS (Question-Authoring and Reasoning Knowledge System) (Yu 2009), was adopted and the effects of student question-generation on civics and citizenship (Yu and Pan 2014) and English learning (Yu et al. 2015) have been reported.
The results of analysis of covariance (ANCOVAs) showed that students in the online student question-generation group performed significantly better in English assessments and exhibited higher learning motivation than those in the contrast group.
