The Study of Teaching Effect of Mathematic PBL on Junior High School Student in Kaohsiung District

• Main Author: 劉忠昱
• Other Authors: 蕭龍生
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/96515243309951025637

碩士 === 國立高雄師範大學 === 數學系 === 100 === Abstract This study intends to explore the mathematics learning effect of Problem-Based Learning. This teaching model is conducted on second-year students of junior high school in Kaohsiung City. It is targeted for the analysis of the learning achievement and learning attitude in mathematics This study adopts the quasi-experimental design, whose subjects are 70 students from two classes (each 35 students) of a large-sized junior high school in Kaohsiung City. The teaching model on the experimental group is "problem-oriented learning," while the teaching model on the control group is “lecture-based-learning.” This experimental teaching lasts for six weeks. Meanwhile, both before and after the experiment, students, who respectively accept these two different teaching models, take “mathematics learning proficiency test,” and “mathematics learning attitude scale,” so as to compare the differences in their mathematics learning effect and mathematics learning attitude. Questionnaire surveys and interviews are also used as a supplement to find out students’ thoughts and feelings in problem-oriented learning. After analyzing the research data, the findings are as follows. 1. After the problem-oriented learning conducted on students of the experimental group, their learning attitudes are superior to those of students of the control group, even reaching a significant difference. And as to the dimensions of learning method and learning process, they also reach a significant difference. 2. Mathematics learning achievements in both experimental group and control group do not appear obvious difference. But after adjustment of the scores, the experimental group is higher than the control group. 3. Among students of different learning levels, the high-score group has the best learning results. Learning achievements as well as learning attitudes reach a significant difference. 4. A majority of students of the experimental group express, in questionnaires and interviews, higher interest and better involvement in the teaching model of problem-oriented learning. Finally, based on the research results, the time for and the method of performing the experiment, and the design of course are recommended. And for follow-up research in future, study topics, study subjects, study variables are also suggested for references in implementing “problem-oriented learning” and conducting related studies in future. Key words: problem-based learning, mathematics learning achievement, mathematics learning attitude