The Effectiveness of Technology Integrated Inquiry-Based Learning on Junior High school Students' Creative Thinking, Learning Motivation, and Academic Achievement in Mathematics
| Autor: | I-Yin Chen, 陳羿吟 |
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| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 The purpose of this research was to investigate the effectiveness of different levels of instructional strategy (traditional instruction and technology integrated inquiry-based learning) on junior high school students’ creative thinking, learning motivation, and academic achievement. A pretest and posttest quasi-experimental design was used for this study. The participants were 52 eighth grade students in two classes. The independent variable was instructional strategy with two levels—traditional instruction and technology intergrated inquiry-based learning (TIIBL). The dependent variables were students’ creative thinking, learning motivation, and academic achievement. One-way ANCOVA, MANCOVA and MANOVA, with pretest scores for the dependent variables as the covariates, was employed to examine whether there is a difference between the two research groups on the dependent variables. A variety of measurement instruments with established reliability and validity was used in this study. The results of this study are summarized as follows: 1. Students who received TIIBL had significantly higher creative thinking than students who received traditional instruction. This indicates that the manipulation have an effect on creative thinking. (1) Students who received TIIBL had significantly higher level of originality, elaboration, abstractness of titles, creative strengths subscales than students who received traditional instruction. (2) Students who received TIIBL did not have significantly higher level of fluency and resistance to premature closure than students who received traditional instruction. 2. Students who received TIIBL had significantly higher learning motivation than students who received traditional instruction. This indicates that manipulation have an effect on learning motivation. (1) Students who received TIIBL had not significantly higher level of task-value than students who received traditional instruction. (2) Students who received TIIBL had significantly higher level of self-efficacy than students who received traditional instruction. 3. Students who received TIIBL had not significantly higher academic achievement than students who received traditional instruction. This indicates that manipulation did not have an effect on academic achievement. 4. The factors affecting TIIBL included the applicable steps of TIIBL and the mathematical topic, diversity of the tasks, and interactive web; the benefits of TIIBL are course content, learning motivation, thinking skills, collaborative learning skill, ICT skills, and searching skills. Finally, suggestions for teaching and further research were provided based on the research findings of the study. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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