The Application of Mastery Learning Theory to Group Discussion - in the course of Basic Electricity in Vocational High School

• Main Authors: Lin, Chih-Lung, 林志隆
• Other Authors: Lee, Jong-Eao
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/b9ffvn

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 101 === The thesis aims to investigate the efficiency of mastery teaching theory in the way of group discussion. I adopt quasi-experimental designs, applying to the course of basic electricity in vocational high school. The objects of this research are 85 students in certain high school, Taoyuan County, among which 44 belong to test group and the other 41 control group. The implement of group discussion in the research lasts 12 weeks and three hours on a weekly basis; therefore the total number of this experiment amounts to 36 hours. The test group adopts the strategy of different group division while the control group proceeds with the strategy of traditional teacher-oriented mastery teaching strategy. Both test group and control group initiate a pretest and the posttest before and after the experiment. Analyzed through the SPSS, the data of this research incurs the following important conclusions： 1.Both group discussion method and traditional teaching strategy reveal progressively learning achievement on students’ grades (p<.001). 2.Regarding students’ grades, students of the first discussion group perform a lot greater than those of traditional way of teaching; the discrepancy between the two is apparent (p<.001). 3.Compared with the traditional way of learning strategy, students of the second group discussion do not reveal obvious difference regarding students’ grades (p>.05). 4.Compared with the traditional way of learning strategy, students in the third group discussion perform a lot greater, and the discrepancy between the two is quite apparent (p<.05).