| Summary: | 碩士 === 國立彰化師範大學 === 生物學系 === 99 === Abstract
In the twenty-first modern century, how to enhance national competitiveness, to
avoid the state disappearing in the torrent of history has become a national goal.
Heyneman and Loxley (1983) points out that the country's economic development and
student academic achievement are related. Many studies have also pointed out that the
academic achievement of students is positively correlated with their learning
motivation.
This study attempts to explore the teaching strategy game for the seventh grade
students in learning achievement of biological science and learning motivation.
The subjects were the seventh grade students of the four classes in the middle of the
country; two classes were randomly assigned for the experimental group of 55 people
about teaching the game; the other two classes with some 60 people were the control
group of the lectures. Research tools include the researcher’s game instructional
design, classification learning achievement tests and the questionnaire of science in
motivation.
To analyze the data using descriptive statistics, single factor analysis of variance,
ANCOVA analysis, t-test, etc. and the researcher gets the following conclusions:
1. The game teaching method to enhance the students’ learning achievement is
superior to the teaching method of narration type.
2. The game teaching method--- the interest inventory, work values and self-efficacy
of subscale scores--- is better than the teaching method of narration type.
3. The game teaching method for boys and girls is no significant difference in
academic achievement.
4. About the game teaching method for boys and girls in learning motivation, the
boys’ ability attribution was significantly higher than the girls’.
5. The game teaching approach for high, medium and low ability grouping students’
learning achievement was significantly to enhance the learning effect; in particular,
the most obvious effect was in the high ability grouping students.
6. About the game teaching approach for high, medium and low ability grouping
students’ learning motivation, there is no significant difference.
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