| Summary: | 碩士 === 臺中師範學院 === 國民教育研究所 === 88 === The purposes of this study were to investigate immediate and long-term effects of the Champion Curriculum─Problem-Solving on junior high school students’ problem-solving attitude and behavior disturbance. The researcher also investigate views and proposals of teachers, parents and voluntary teachers about the curriculum.
A 2*2 pretest posttest nonequivalent experimental-group control-group design was used in this experimental study. Four classes of students from the seventh grade of a junior high school in Taichung City were selected as subjects. Two classes were assigned to the experimental group, the others were assigned to control group. There were 31 boys and 29 girls in the experimental group and 35boys and 29 girls in the control group. The experimental group received the Champion Curriculum─problem-Solving which took ten weeks and forty-five minutes each week. The control group received no treatment.
Subjects of the follow-up study were from eighth grader of six junior high schools in Taichung City. There were 209 students who received the Champion Curriculum─Problem-solving last year and 213 students who didn’t receive this Curriculum.
The Problem-solving Attitude Scale and the Behavior Disturbance Scale were used to maesure students’ problem-solving attitude and behavior disturbance before the experiment and after the experiment. Data were analyzed with 2( treatment: experiment or control ) *2 ( sex: male or female ) analyses of covariance. Data from the follow-up study were analyzed with 2*2
Analyses of variance. Also, the Champion Curriculum─Problem-Solving Survey were given to the experimental group to elicit students’ opinions on the Curriculum after the experiment.
The Champion Curriculum─Problem-Solving Survey were given to parents to elicit their opinions on the Curriculum. The researcher also interviewed teachers and voluntary teachers to understand their vies about the Curriculum.
Results were as follows:
1.There were the immediate enhancing effects of the Champion Curriculum─Problem-Solving on students’ problem-solving attitude and behavior disturbance. There were no long-term enhancing effects of the Champion Curriculum─Problem-Solving on students’ problem-solving attitude and behavior disturbance.
2.There were no sex difference in problem-solving attitude and behavior disturbance. Also, there were no interactive effects of treatment and sex on students’ problem-solving attitude and behavior disturbance.
Finally, some suggestions for education, the Champion Education Association and the directions for future research were recommended based on the findings and the limitations of this study.
Keywords: Champion Curriculum─Problem-Solving
problem-solving attitude
behavior disturbance
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