Research into Students’ Learning in Learning Areas of Integrative Activities under the Context of Nine-year IntegratedCurriculum in Junior High Schools in Pingtung Area

• Main Authors: Yen-chi Chang, 鄭燕琪
• Other Authors: Feng-chiao Chung
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/47622956899631807953

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 92 === Abstract Student ID: M907015 Title of Thesis: Research into Students’ Learning in Learning Areas of Integrative Activities under The Context of Nine-year Integrated Curriculum in Junior High Schools in Pingtung Area Total Pages: 147 Institute: Institute of Vocational and Technological Education, NPUST Graduate Date: July, 2004 Degree Conferred: Master Graduated Students: Yen-chi Chang Adviser: Feng-chiao Chung, Ph.D. Thesis abstract content: The main purpose of this study was to analyze students’ learning in learning areas of integrative activities under the context of nine-year integrated curriculum in junior high schools in Pingtung area. An in-depth analysis of literature and a self-developed questionnaire were two main research methods. 1669 junior high school students were recruited. These students included the first and second year students from 40 different junior high schools in Pingtung area who had received the nine-year integrated curriculum. The statistic methods included percentage of frequency, t-test, one-way ANOVA , and Pearson’s product-moment correlation. An analysis of the available data revealed the following conclusions. 1.Junior high school students’ learning and absorption of curriculum materials used in integrative activities showed a medium level, and “curriculum goals” was able to live up to students’ expectation. 2.Students’ learning attitude in Integrative Activities intended to be subjective to their self-learning, peer influence, and learning process. 3.Students’ learning showed a low level in terms of assessment methods. Among the questionnaire items, “assessment result” and “assessment process” indicated not so positive responses. 4.Factors such as different grades, numbers of students in a class, numbers of teachers involved in the subject, meeting place, numbers of missed classes could place an influence on students’ learning and absorption of curriculum materials used in integrative activities. 5.Factors such as students’ gender, numbers of classes in a school, personal interests, numbers of missed classes, and whether the subject in question was to be tested in term tests could place an influence on students’ learning attitude. 6.Factors such as numbers of teachers involved in the subject, teachers’ gender, and whether the subject in question was to be tested in term tests could place an influence on students’ learning in assessment methods of integrative activities. 7.Students’ learning attitude was positively related to curriculum materials used in integrative activities. The research outcome suggested that curriculum materials used in integrative activities should be appropriately arranged based on curriculum goals, which would improve students’ learning attitude. As for assessment methods, teachers should work on a further realization of the multiple evaluation concepts in order to motivate students to a better performance. Key words: Junior High School Student, Integrative Activities, and Learning Situation