The Effects of Cooperative-computer-mindmapping Composition Program on Writing Achievement and Writing Attitude for Fourth-Grade Students

• Main Authors: Hung-chi Chen, 陳鴻基
• Other Authors: Hai-Hon Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/36763490068657732491

碩士 === 國立臺南大學 === 教育學系科技發展與傳播碩士班 === 96 === The main purpose of this study was to investigate the effects of cooperative-computer-mindmapping composition program and traditional writing program on elementary school fourth grade students’ writing achievement and attitude. Sixty-one fourth grade students from two classes of an urban elementary school of Tainan were used as samples. One class (the experimented group n=31) received the cooperative-computer-mindmapping program to write an article, while the other class (the control group n=30) received the traditional writing program. There were four writing articles. Analytical writing scale, writing attitude scale, students` interview and the teaching daily record were used to collect data. Analysis of covariance and T-test were used to analyze the data. Results indicated that: 1. The experiment group was better than the traditional writing group on the results of writing achievement. 2. The experiment group was better than the traditional writing group on the results of writing content and writing expression. 3. The cooperative computer-mindmapping group show significant progress on the writing achievement. 4. The cooperative computer-mindmapping group show significant progress on the writing techniques and writing expression. 5. The experiment group was better than the traditional writing group on the result of writing attitude. 6. The cooperative computer-mindmapping group show significant progress on the writing attitude.