| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所在職進修專班 === 91 === Using Action Reaearch to improve the motivation of learning science in a low-achievement class
Yong-Sheng Luo
Abstract
The purposes of this study were to investigate how the researcher proceeded with the teaching reformation during the action research in order to improve the motivation of learning science in a low-achievement class, and the difficulties which the researcher encountered in process of the teaching reformation and the methods in solving them, and the change of students’ learning motivation as well as learning achievement after the teaching reformation.
One class of the 8th graders was chosen to participate in the research that lasted for nine months. During the first month of lecturing the class, the researcher analyzed the teaching stratagem in response to these difficulties on the basis of the motivational theory and the learning-style theory. Besides, the researcher employed the “plan-action-observation-evaluation” methods of spiral exploration in action research to proceed with the teaching reformation in order to solve the difficulties that were presented during teaching and heighten the low-achievement students’ motivation of learning science. In data collection, qualitative data were the main data sources, while quantitative data were auxiliary. Results of the study are as follows:
The difficulties that the researcher encountered were: students not paying any attention to the lecture, students interfering with the teaching, low-achievement students’ incapability of language and math, the high standard of teaching material, the severe effects of learned helplessness, the readiness of students’ abandonment, the mood that influences learning, not handing in the worksheet, Monday syndrome, and the situation of climate.
The methods to solve these difficulties by means of the teacher’s teaching reformation were as follows. At first, the researcher constructed a supportable environment that made low-achievement students to feel much relieved to learn. Besides, the researcher improved the students’ learning motivation in experiments from the three aspects of entertaining, opening, and operator simultaneously. In addition, the researcher improved the students’ learning motivation in lectures from the six aspects of entertaining, daily-use, sound-voice, coordination action, experiment, and a riddle.
The test of action questionnaire shows that the learning motivation of all students heightens evidently. As for other changes, students’ performance goal lows obviously, while there is a certain increase in students’active learning, subject value, learning enviroment. In the aspect of learning achievement, the science scores of the case-study class are much higher than those of the comparative class. It shows that after the researcher’s teaching reformation, the students’ learning motivation is promoted, and the students’ learning achievement is also promoted.
It seems that the learning styles of students influence themselves to like experiments, lectures, and discussions or not. So, if the teacher adopts only one kind of teaching methods, then some students who have different kinds of learning styles might feel puzzled and confused. Therefore, the diversification of teaching methods will promote the learning motivation of students who have different learning styles.
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