The problem-solving Teaching Strategy on the learning effectiveness of Industrial Wiring Practical Course for Vocational Industrial High School students.

• Main Authors: Po-Chueh Chen, 陳伯爵
• Other Authors: Farn-Shing Chen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/30788526002971353571

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 96 === The purpose of this study was to investigate the problem-solving teaching strategy on the learning effectiveness of Industrial Wiring Practical Course for vocational industrial high school students. Quasi-experimental design was used for the study, and the Instruments consisted of a pretest and a posttest. The posttest included achievement test, problem-solving attitude questionnaires. Two groups of students participated in this study for twelve weeks. The experimental group was taught through the problem-solving teaching strategy, while the control group was taught through the traditional teaching strategy. Both groups were taught the same topics covered in this study. After twelve weeks, the posttests of “Industrial Wiring Practical” Course were administered. The Posttests included achievement tests which include paper and pen test and skill test to investigate the student’s cognitive and skill abilities. The statistic procedures employed for analyzing experimental data and testing the research hypotheses were: frequency distribution, t-test, ANCOVA, and descriptive statistic. The conclusions and suggestions were listed as follows: 1.There was a significant learning effectiveness 　　in “Industrial Wiring Practical” Course with problem-solving teaching strategy. 2. The achievement tests of “Industrial Wiring Practical Course in the experimental group were significantly better than the control group. 3.The problem-solving Teaching Strategy can upgrade the effectiveness of “Industrial Wiring Practical” Course. 4.The problem-solving Teaching Strategy is worthy of and expand.