A study of the effect of learning strategies training on the third grade students’ learning achievements in the area of science and technology

• Main Authors: Hui-lan Huang, 黃惠蘭
• Other Authors: Hui-ping Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/53735509203931723095

碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 97 === The purpose of this study aimed to compare the difference between the effect of learning strategies training and that of conventional teaching on elementary school students’ learning achievements in the area of science and technology. The research used quasi-experimental design. The subjects of this study were sixty-nine third graders chosen from two classes of one elementary school in Tainan City. They were divided into the experimental group evaluated with learning strategies training and the control group evaluated with conventional teaching. Within eight weeks, the two groups’ learning achievement were compared with each other to examine if there were any significant differences. Further, according to their cognitive achievements, both groups were separated into three divisions of high, intermediate, and low achievements so that the effects of learning strategies training on students with different proficiency could be investigated. The learning achievements in this study included the cognitive achievement in the area of science and technology, the learning strategies toward the natural science course, the learning attitude toward the natural science course. The instruments used in this study were the cognitive achievement test of the area of science and technology, natural science learning strategies scale, and natural science learning attitude scale. The data collected were analyzed statistically with independent-sample t-test, one-way ANOVA, and ANCOVA. The findings of this study are as follows: 1.The third graders evaluated with learning strategies training have better performance on the cognitive achievement test of science and technology area than those who evaluated with conventional teaching. 2.There is no significant difference between two groups’ performances on the natural science learning strategies. 3.There is no significant difference between two groups’ performances on the natural science learning attitude scale. 4.There is no significant difference among the performances of three divisions of experimental group on natural science learning achievement. According to the finding, this study provides further suggestions on learning strategies teaching in the area of science and technology for future reference.