Effects of Different Assessment Strategies on Student’s Learning Motivation and Achievement : A Case of Health Class in Elementary School

• Main Authors: Fang-Ju Lin, 林芳如
• Other Authors: 藍友烽
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/k6e542

碩士 === 國立虎尾科技大學 === 資訊管理研究所在職專班 === 103 === This paper adopted the quasi-experimental research to discuss the differences in learning motivation, achievements, and the satisfaction when students took different assessment strategies in their health class. The study took two sixth grade class students from Yuanchang Elementary School in Yunlin County. Taking the experimental group integrated into Group Synchronous Assessment (Kahoot systems), and the Control Group integrated into Individual Asynchronous Assessment (GoClass system), and implemented a six-week duration of different assessment models of experimental treatment into the health class. All subjects needed to take the measurement for learning motivation scale and achievement tests for health class before and after the experiment. Both groups needed to fill out the health class satisfaction questionnaire after the experiment, and the experimental group needed to fill out the semi-structured “feedback form for the combination of the Group Synchronous Assessment for the health class.”According to the study structure and the experimental design, the paper will conclude whether there are differences between each group’s learning motivation and achievement after assessing the results of the testing of each one of them in the assessment models by using the dependent sample T test to measure the before and after of the learning motivation and achievement. This will be achieved by using the analysis of covariance(ANCOVA) to test the differences between the two groups’ learning motivation; and using independent sample T test to compare the differences between two groups’ academic achievement. Finally, a compare assessment will be made in between the two groups’ learning satisfaction by using independent sample T test. The feedback form will be sorted according to the qualitative data results and an induction will be derived from the students’ answers. The outcomes were as followed: 1. Group Synchronous Assessment can improve the learning motivation of students. 2. Both Group Synchronous Assessment and Individual Asynchronous Assessment can improve academic achievement. 3. Both Group Synchronous Assessment and Individual Asynchronous Assessment have a positive affirmation; especially the Group Synchronous Assessment can improve the learning interests. 4. Experimental Group made an appropriate feedback and comments on the “feedback form for the combination of the Group Synchronous Assessment into health education course”, and provided advice for the future use of research and teaching for this assessment. This study suggests that teachers should make a good use of different modes of Internet assessment to master the learning situation of students and based on this study, teachers can also make the course and assessment more complete if they work cooperatively. Students can work cooperatively through the learning process and make use of mobile-device in other subjects when implementing the Group Synchronous Assessment.