| Summary: | 碩士 === 中原大學 === 教育研究所 === 103 === Abstract
This study aims to discuss the influence of Problem-Based Learning (PLB) on 7th graders’ Chinese learning motivation and learning achievement, providing improvements and proposals accordingly for future references of relevant studies. The method of quasi-experiment designed for “nonequivalent pretest-posttest control group” is adopted in the study, based on research objects from two classes in a southern Taoyuan City junior high school 7th grade. There were 34 participants each of experimental and control group for the implementation of PBL and traditional teaching method. This experiment was conducted for four weeks, 6 classes per week in total 24 classes experimental teaching, using research tools mainly for “Learning Motivation Scale,” “Chinese Learning Achievements Test,” and “Semi-Structured Interview Outline.” The quantitative analyses were independent sample t-test, Pearson correlation analysis, one-way ANOVA, Kendall''s coefficient of concordance analysis and point-biserial correlation analysis; qualitative analysis for the the interview contents and learning process was content analysis approach. Research results are discussed as follows:
1. The 7th grade students and their peers between the implementation of PBL learning mode and traditional teaching mode have no significant difference in Chinese learning motivation. According to researcher’s observation, the reason was found that it was hard to reflect the difference between highly consistent starting points of learners’ motivations and the influence of the previous teaching mode, resulting from the implementation of different teaching mode in short time. It only showed that the participants in experimental group have significant higher scoring in the construct of environmental inducement after the implementation of PBL method. According to qualitative data, it was resulted from the change of teaching mode, harmony atmosphere in class and student’s learning right.
2. There was no significant difference between the experimental group and the control group on Chinese learning achievement. Factors limited to experimental design proposed by the researcher include the small number of experimental samples and shortage of teaching periods, the difficulty on controlling intermediate variable, easily subject to the previous teaching mode and measuring tool. However, the experimental group has a significant difference in Chinese learning achievement, explaining that PBL learning mode has positive impact on the learning progress.
3. Regarding the implementation of experience sharing in PBL learning mode and specific suggestions and application for the relevant research, most learners like PBL learning mode and are interested in finding problems and trying to solve problems; however, group members’ degree of involvement and training of cooperative skills should be improved, and well planning of PBL learning process as well as setup of situated-problem be noticed. The future relevant studies are proposed to enlarge samples, long-term teaching activities, multiple curricula and an experimental research at different stages for providing the changes of educational policies.
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