Comparative studies of PBL and traditional teaching approach on the student achievement of natural science in the vocational high school
Yu-Fang , Kuo
Der-San , Chuu
|關鍵字:||問題導向學習;雙層式診斷測驗;網路雙層式測驗;網路多層式測驗;月相盈虧;problem-based learning;PBL;two-tiered diagnostic test;networked two-tier test;networked multiple-tier test|
The objective of this research is to nurture the spirit of self-learning and the character of collaborative learning with the method of problem-based learning. Specifically, lectures to commercial high school students on the topic of moon in the course of science of nature are given in order to investigate the difference in effectiveness between the Problem-Based Learning (PBL) and traditional teaching approach. The participants of this research are the students of a public commercial high school located at the Taipei city (there are a total of eighty-six students participating in this research; the number of effective samples is eighty). In this study, the tools utilized for research include the achievement test on topic of moon, the questionnaire of learning altitude for the course of science of nature, and the questionnaire of PBL group discussion. The method of quasi-experimental design is used for the research design. That is, the students are divided into two study groups: the group of PBL (the experimental group) and the group of traditional teaching approach (the reference group). Both groups of students need to take tests right before the teaching activity (the preliminary test), right after the teaching activity (the post-teaching test), and four weeks after the completion of teaching activity (the procrastinating test). Moreover, the methods of analysis variance and analysis of covariance are utilized for data analysis. The research results suggest that, when compared to those in the group of PBL, the students in the group of traditional method have better performance in the number of correct answers in the post-teaching test and the test of application-related questions. In this respect, the difference is quite significant (p < .05). However, the difference in percentage of correct answers for both groups is not too obvious. On the other hand, the result of the procrastinating test is quite different from that of the post-teaching test. When compared to those in the group of traditional method, the students in the group of PBL have better performance in the post-teaching test. Especially, the students in the group of PBL have much better performance in the number of correct answers and percentage of correct answers in the test of application-related questions. The difference in this respect is quite evident.
|Appears in Collections:||Thesis|