The effect of note-taking instruction on the 8th graders' learning performance in mathematics
| Autor: | Pei-ling Tsai, 蔡佩伶 |
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| Rok vydání: | 2013 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 101 This study aimed to investigate the influence of note-taking instruction on the junior high school students’ mathematics learning performance in note-taking beliefs, note quality, and math grades. And further, investigated the learners’ performance, note scores and the difficulties they face when writing notes. This study applied quasi-experimental design of ranging groups to do pretest and posttest, and took eighth graders in two classes of Tainan City junior high school as objects. One class to be an experimental group received the note-taking instruction, the other class to be a control group received the traditional instruction. After twelve-week teaching, compared the differences of note-taking beliefs, note quality, and math grades between the experimental group and the control group by the one-way ANCOVA. And compared the differences of note-taking beliefs, note quality, math grades, and mathematics note scores among the experimental group by paired-sample t-test. In addition, the instructor found out the difficulties of math note-taking by interviewing the learners. The followings were the main results of the study : 1.The note-taking instruction can’t effectively enhance note-taking beliefs. 2.The note-taking instruction can effectively enhance the note quality. 3.The note-taking instruction can’t effectively enhance the math grades. 4.The note-taking instruction can effectively enhance the note performance of math notes. 5.The difficulties of math note-taking is to classify important points and to add title, and to write the keywords and to summarize by Cornell Method. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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