| Summary: | 碩士 === 國立彰化師範大學 === 工業教育學系 === 87 === The purpose of this study was to investigate the problem-solving of Low-Voltage Industrial Wiring (LVIW) teaching strategies on the learning effectiveness. The main categories of investigation were: (1) the learning effectiveness of LVIW using different teaching strategies (2) the relationship between the attitudes that the students hold toward LVIW and the learning effectiveness. (3) to understand the students'' views of using problem-solving strategies in teaching LVIW course.
To accomplish these research purposes, the research methods included literature study, expert interviews, and quasi-experimental design to proceed experimental teaching. Achievement tests, cognitive style tests, and questionnaires were administered to obtain the relevant research data. The Objects of this study were the sophomore students enrolled in the Department of Electricity, Tainan Industrial Vocational High School. There were two groups of objects with 24 students each. The research adopted quasi-experimental design. The process of this experiment was divided into two stages of investigation. Before assigning the experimental teaching strategies, the research first pre-tested the student objects. The subjects of pretests concluded Basic Electricity, Electronics, Electrician Drawing, Electrical Code, Domestic Wiring, and Industrial Safety & Hygiene. The purpose of pretests was to find out the differences on basic ability before assigning the experimental teaching strategies. During the process of experiment, the experimental group was delivered with problem-solving instructional strategies; the control group was experimented by traditional teaching scheme. After one month, the achievement tests I (posttest I) of LVIW was administered. The posttest I included hand-on test of wiring skills and written subject test.
The experimental instruction of second stage is follow the first stage. Two weeks latter, the achievement test II (posttest II) was administered. The posttest included Diagnoses and Trouble shooting (including static test and dynamic test), and a questionnaire investigating the students'' attitudes toward LVIW.
The statistic procedures employed for analyzing experimental data and testing the research hypotheses were; frequency distribution, t-test, ANCOVA, Pearson product-moment correlation coefficient, and descriptive statistic.
The conclusions and suggestions were listed as follows:
1. This investigation found that there was significant deference on problem-solving teaching strategies toward LVIW, Skill of Wiring Method, Diagnoses and Trouble Shooting. Besides, it is considered that it could improve students'' cognitive, psychomotor, and affective abilities. Therefore, problem-solving teaching strategies is valuable to be widely used in the teaching of LVIW.
2. There were no significant differences of students who were in the different group of teaching strategies, in terms of the attitudes toward confidence, preference, and usefulness.
3. The different attitudes toward LVIW held by students were significantly different in terms of the achievement in LVIW. That is, the more positive the attitudes toward LVIW, the better achievement on LVIW tests, and vice versa.
4. The students'' grades in Electronics and Electrical Code, were relatively low. Therefore, teachers should strengthen students'' basic occupational abilities in these fields.
5. During the practice of LVIW, students often need to analyze the assigned functions. However, students'' abilities in the field were obviously low. Hence, teachers should envolve more contents which can help students think, analyze, and reason, thus sharperning students'' abilities in this field.
6. Teachers should practice thoroughly according to the problem before applying problem-solving teaching strategies. Teachers should demonstrate during teaching process in order to provide students with a correct object to refer to. Meanwhile, when evaluating the performance of circuitry accomplished by students, teachers should let the students operate and explain by themselves to upgrade the learning effectiveness of students.
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