| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 105 === Action research of the lnfluence on mathementics lnquiry teaching on seven graders'learning motivation and learning achievements
Abstract
The purpose of the study is to investigate the influence on the learning motivation and learning achievement by adopting inquiry-based mathematics teaching in class. The participants were twenty-nine 7th graders from the central Taiwan. The researcher used both qualitative data and quantitative data in analysis. Tools for qualitative data collection included classroom teaching video tapes, teacher's diaries, student's interviews and student's worksheets. Tools for quantitative data included students' learning motivation toward mathematical and learning achievement.
Findings of the study indicated inquiry-based mathematics teaching elevated students’ learning motivation. The researcher found that the students had remarkable achievement in self-regulation and intrinsic value, but there was less significant difference among learning environment stimulation, self-efficacy and test anxiety. Besides, middle achievers and low achievers had higher learning motivation than high achievers.
The researcher also found there was a positive influence on learning achievement in inquiry-based mathematics teaching. The researcher used five sectional examinations of the participants and the 7th classes and turned into T score to find out the relative position of the participants and the other 7th graders. It showed that there was a great improvement among the four sectional examinations. Only one of the sectional examinations slightly dropped. Therefore, both grades and ranking elevated after implementing inquiry-based mathematics teaching.
Keywords：inquiry-based mathematics teaching; learning motivation; learning achievement
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