A Study on the Effects of MAPS instruction on the Learning Motivationand Learning Achievement among the Elementary Fourth Graders in Social Study
| Autor: | Zhang, Yu-Han, 張瑜涵 |
|---|---|
| Rok vydání: | 2019 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 107 This study aims to investigate a study on the effects of MAPS instruction on the learning motivation and learning achievement among the elementary fourth graders in social study. Quasi-experimental design was adopted in this study. The participants were two classes of fourth grade students in a Taoyuan municipal elementary school. There were twenty-two students in the experimental group in which “MAPS instruction” was conducted, while there were other twenty-two in the control group in which normal social instruction was undertaken. The experiment lasted nine weeks and included twenty-five lessons for each class in total. Research tools include “Social Learning Motivation Scale” and “Test of Social Achievement”. Before and right after the experiment, the students were tested. The pre-test and post-test scores were processed by four statistics methods: (1) one-way ANCOVA was employed to compare the differences of learning motivation in two group; (2) correlated samples t-test was employed to test the change of learning motivation in the experimental group; (3) one-way ANCOVA was employed to compare the differences of learning achievement in two groups; (4) correlated samples t-test was employed to test the change of learning achievement in the experimental group. The major outcomes of this study are as follows: 1.There is no significant difference in implement of “MAPS instruction” in social study on “Learning Motivation” of the elementary fourth graders. 2.The implement of “MAPS instruction” contributes to the experimental groups' learning motivation part of the subscale. 3.There is no significant difference in implement of “MAPS instruction” in social study on “Learning Achievement” of the elementary fourth graders. 4. The implement of “MAPS instruction” contributes to the elevation of fourth graders’ learning achievement toward multiplication learning. Based on the research outcomes, suggestions for teachers and for further study are proposed in this dissertation. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
| Externí odkaz: |
|