| Summary: | 碩士 === 國立新竹教育大學 === 進修部語文教學碩士班 === 93 === The Effects of Different Teaching Strategies and Learning Styles on Primary School Students’ Composition Learning
Abstract
The purpose of this paper was to determine the effects of different teaching strategies and learning styles on primary school students’ composition learning. The teaching strategies were instruction with pictures aided versus traditional instruction. The learning styles were preferences on audio and visual perception which includes: strong auditory-strong visual、strong auditory-weak visual、weak auditory-strong visual, and weak auditory-weak visual.
The sample consisted of 62 second grade students from two intact classes of Guan Dong Primary School, East District, Hsinchu City. Students of two classes are randomly assigned to one experiment group and one control group. The control group received instruction with pictures aided while the control group received the traditional instruction. A quasi experimental research design was conducted in this study. A pretest on composition writing on themes of people and events and learning style inventory were administered before the experiment. Upon completion of the twelve weeks experiment, posttests on people and events writing were administered to observe the effects of different teaching strategies and learning styles on primary school students’ composition learning. Paired sample t test, one-way ANCOVA, and two-way ANCOVA were used to detect the main effects and interaction among variables. The research results were:
(1) The result of paired sample t-test indicated that students in the control group performed better on the posttest over all the topics. That is, the instruction with pictures aided is an effective instructional strategy for composition learning.
(2) The result of one-way ANCOVA on effect of instructional strategies on students’ composition performance indicated that there was no significant difference between the two experiment groups.
(3) The result of one-way ANCOVA on the effect of learning styles on students’ composition performance indicated that there was no significant difference among the four learning styles.
(4) The result of two-way ANCOVA on the effect of instructional strategies and learning styles on students’ composition performance indicated that there was a significant interaction existed between the two factors. The following analysis of simple main effect test indicated that weak auditory-weak visual students in control group performed better than in the experiment group. In addition, strong auditory-weak visual students performed better in the experiment group, in which we infer that the aids of pictures might reinforce the learner’s disadvantages on their learning perception.
Besides the results driven from the findings, the suggestion for teachers and students as well as educational implications were discussed.
Key words: Pictures Aided Composition Instruction, Learning Style, Traditional Composition Instruction, Composition Writing Performance.
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