Action Research on the Effect of Inquiry-based Mathematics Teaching on Ninth Graders\' Achievement and Learning Motivation toward Mathematics

• Main Authors: Liu, Te-Cheng, 劉德晟
• Other Authors: Chin, Erh-Tsung
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/bx86mw

碩士 === 國立彰化師範大學 === 科學教育研究所 === 107 === Abstract The aims of the action research to understand the effect of inquiry-based mathematics on the ninth graders’ mathematical achievement and mathematical learning motivation. The research method of the study is action research. Under the rules of action plan, the researcher arranges two-teaching-period sessions in the study, which have kept one semester along from September, 2018 to January, 2019. There are three males and six females ninth grade students participate in the study. The research tools of this experiment are as follows: the students’ mathematics assessments, the students’ mathematical learning motivation scale, the teacher’s daily reflection journal, learning worksheets, recorded videos and audio files of the teaching sessions, and the informal interviews of the students. The study shows thar: First, the inquiry-based mathematics teaching into ninth grade course effect students’ mathematics assessments more than mathematical learning motivation positively. Second, the factor of the Comprehensive Assessment Program for Junior High School Students is more influential than others to the ninth graders in mathematical learning motivation from the informal interviews of the students. The suggestions of the future studies from the research as follows: First, the more time to use teaching method can get more teaching effects you want. Second, when you prepare the revolution of your teaching method, it can get more positive effects that more discussions with expert teachers.