The Effect of Mandala Creative composition Teaching Program on the Elementary Students' Writing Performance, Attitude, and Creativity.
| Autor: | Chen Yu Chen, 陳諭蓁 |
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| Rok vydání: | 2005 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 94 This research is carried out under the Mandala Creative Composition Teaching Program of twelve units, which is based on the principles and steps of “Mandala creative thinking techniques” and adapted for the fourth graders in the elementary school. It is to investigate the effect of the program on the fourth grade students’ writing performance, attitude, and creativity in the elementary school. A nonequivalent pretest-posttest experimental design is employed. Two class subjects are convenience sampling from the 4th grade classes in Ding-Pu Elementary School. These two classes are randomly assigned to the experimental and controlled groups. The experimental group attends the twelve-time “Mandala Creative Composition Teaching Program”, and the controlled group is taught under traditional composition instruction without any experimental methods. The main instruments are “the Composition Assessment List”, “the Composition Attitude Questionnaire”, and “the New Creative Thinking Test” by Dr. Wu. The outcome data are examined by one-way ANCOVA. The major findings are summarized as follows: 1. The experimental group’s change of writing performance （1） The difference is significant between the experimental group and the controlled group in the total scores, the scores of the sentence and the word choice, and the paragraph organization of the Composition Assessment List. In other words, it shows that the experimental group’s writing performance is better than that of the controlled group in the total scores, the scores of the sentence and the word choice, and the paragraph organization of the Composition Assessment List. （2） The experimental group scores higher marks than the controlled group does on the subentry of the basic writing skills and creativity thinking on the Composition Assessment List, but the difference is not significant. 2. The experimental group’s change of the writing attitude （1） The difference is significant between the experimental group and the controlled group in total scores, the writing process and the reflection scores of the Composition Attitude Questionnaire. That is to say, the experimental group’s writing attitude is better than that of the controlled group in the total scores, the writing process and the reflection scores of the Composition Attitude Questionnaire. （2） The experimental group’s scores of writing preparation and motive are better than those of the controlled group on the Composition Attitude Questionnaire, but the difference is minor. 3. The experimental group’s change of writing creativity (1) Verbal creativity The experimental group’s scores of verbal fluency are significantly higher than those of the controlled group on the verbal task of the New Creative Thinking Test. It shows that the experimental group’s writing creativity is better than that of the controlled group in the verbal fluency. (2) Figure creativity ① The experimental group’s scores of figure flexibility and elaboration are significantly higher than those of the controlled group on the figure task of the New Creative Thinking Test. It shows that the experimental group’s figure creativity is better than that of the controlled group in the figure flexibility and elaboration. ② The fluency and originality scores of the experimental group are better than those of the controlled group, but they do not reach the significant difference. 2. Most of the students enjoy the Mandala Creative Composition Teaching Program. The program is highly feasible. Based on the findings, the researcher provides some suggestions on composition teaching for further researches in this field. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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