Exploring the Effect of Promoting Students' Situational Interest on their Learning Achievement of Biological Genetics

• Main Authors: Cheng Jui-Chou, 鄭瑞洲
• Other Authors: 洪振方教授
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/34015653153144701417

博士 === 國立高雄師範大學 === 科學教育暨環境教育研究所 === 102 === Student interest plays a vital role in science learning. In particular, senior high students in Taiwan showed lower interest in formal science learning. Thus, the purpose of this study was to investigate the effect of three teaching strategies on students’ situational interest, individual interest, learning motivation and academic achievement on their learning of biological genetics. A total of 133 10th graders participated in the study; there were 45, 44 and 44 students in the multiple teaching strategies group, hands-on group and the traditional teaching group, respectively. Data were collected from three groups before and after the teaching by questionnaires of situational interest, individual interest, learning motivation and academic achievement. The semi–structured interviews of selected students were conducted after the teaching of the multiple teaching strategies group and the hands-on activity strategies group.The quantitative analysis methods included t-test, ANCOVA, path analysis, and Cohen’s η2 value were used to calculate the effect size. The results showed that 1) students’ situational interest and all the scales were significant increased after the multiple teaching strategies curricula more than the control curricula; the scale of maintained situational interest-value was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula; the scales of triggered situational interest and maintained situational interest-sense were significant increased after the hands-on strategies curricula more than the control curricula. 2) Students’ individual interest and all the scales were significant increased after the multiple teaching strategies curricula more than the control curricula; the scales of individual interest-value were significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula. 3) Students’ learning motivation was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula and the control curricula 4) The achievement of learning was significant increased after the multiple teaching strategies curricula more than the hands-on strategies curricula and the control curricula. 5) The students’ situational interest indirectly influenced the academic achievement were mediated by students’ individual interest and learning motivation after the multiple teaching strategies curricula,; the students’ situational interest directly influenced the academic achievement and partly were mediated by students’ individual interest and learning motivation after the hands-on strategies curricula; the students’ situational interest didn’t directly or indirectly influence the academic achievement after the traditional teaching strategies curricula. 6) There were differentially factors of situational interest, individual interest, learning motivation and academic achievement were produced after the multiple teaching strategies curricula and the hands-on strategies curricula.