Effectiveness of Using Multi-media as Teaching Aids in Food and Beverage Course for Vocational High School

• Main Authors: Chia-Nan Cho, 卓家男
• Other Authors: Jin-Meei Kuo
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/04404995614236257239

碩士 === 明道大學 === 課程與教學研究所 === 102 === The present study aims at exploring the potential impact of multimedia teaching on learning achievement and learning attitudes of vocational high school students specialized in food and beverage. Ａnonequivalent pretest-posttest　quasi-experimental design was employed to fulfill the research purpose. Subjects were students from a vocational high school in Changhua County, distributed into an experimental group (N = 52) and a control group (N = 50). The research was conducted within a regular compulsory two-hour-long course “Introduction to Hospitality” which started in February in 2012 and lasted one semester. The experimental group received the treatment of lectures, film watching, worksheet, and multimedia teaching whereas the control group received the traditional treatment of lecturers and worksheet. Also, the instructional treatment was adopted from the research-related teaching resource published by Kai Ying Press. The research was separated into four parts and the tools were learning achievement test, learning attitude scale, and satisfaction questionnaire of food and beverage courses. All the data were entered into ANOVA and ANCOVA statistical models. The results of this study are as follow. First, the two groups are significant different on learning achievement test. And the score of experiment group is higher than the other. Therefore, this finding refers to executing multimedia teaching can much improve students' learning achievement in vocational high school. Second, both of the groups have improved scores on the satisfaction questionnaire scale but they don’t have significant difference statistically. Third, there is no significant difference between the two groups as well as pretest-posttest groups on learning attitude. That means there is no statistically significant difference between experimental group and control group on the effect of learning attitude.