The Embodiment study of Metacognition integrated into Mosston Self-Check Style

• Main Authors: Yang,Shun-Chieh, 楊舜傑
• Other Authors: Chen Wu-Chou
• Format: Others
• Language: zh-TW
• Published: 2017
• Online Access: http://ndltd.ncl.edu.tw/handle/26122964122313012714

碩士 === 國立體育大學 === 體育推廣學系 === 105 === The Self-Check style in Mosston's Spectrum of physical education let learners themselves check and adjust their own shortcomings in learning by comparison with the criteria provided; however, it is not clear whether learners would advance what they have learned through reflective judgment. This study, which took some fifth grade students from a certain elementary school in Tainan, a total of 77, as the research object, implemented two-step layup skills teaching for up to 320 minutes in 8 lessons, 4 weeks. By applying these three teaching methods—Mosston's Self-Check style, the Self-Check style incorporated with Metacognition, and the general Direct Instruction, to find out the effect of Metacognition in the learning process mentioned above and the role it plays. The study adopted the Quasi-Experimental Design and performed retention tests before and after the experiment. During the experiment, observation notes were taken and the participants were interviewed after the experiment was completed. The data obtained from the experiment were analyzed by SPSS Ver. 20.0 (α = .05). Through T-Test, all the data were applied to explore the progress of each group before and after the teaching; with One-Way ANCOVA, the analysis was used to investigate the learning effect between the groups. Qualitative data and criteria were analyzed by coding. Research findings: 1. After teaching the three groups with the three teaching methods respectively, the test results, whether before the experiment or after, reached a significant level. The three groups had made eminent progress in their subjective actions. Concerning the objective goal percentage, the Metacognition group is superior to the general group, but shows no major differences when compared to the Self-Check group. 2. In the three groups, the Metacognition group is significantly superior to the other two groups in the subjective action retention test while there are no clear differences between the three in the retention test of objective goal percentage. The students from the Metacognition group have better learning retention on the cognition of actions, which manifests that the teaching method is beneficial to students.