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Student question-generation (SQG) procedural guides differ in terms of level of concreteness, demands on cognitive skills and appropriateness for respective instructional units. Because existing studies exclusively examine the effects of individual guides, this study was aimed at aninvestigation oftheeffects ofonline SQG with multiple guides intended to promote elementary students’ use of cognitive strategies and to improve academic performancewhile learning Chinese and science. Aquasi-experimental research method and an onlinelearning system with dynamic scaffolding designs were adopted to support student learning of Chinese and science via the SQG approach. Two fifth-grade classes (N=56) participatedfor eightweeks.Twice per week, in accordancewith the instructors’schedules, students engaged in online SQG or self-study activities in their randomly assigned groups. The results of the analysis of covariance indicatedsignificantdifferences between the two treatment groups in their use of cognitive strategies while learning Chinese and science,withstudents in the SQG group scoringsignificantly higher than those inthe comparison group. However, academic achievement between the two groupsdidnot differ significantly. Suggestions for instructional implementations and future studies are provided.