| Summary: | 碩士 === 國立中正大學 === 成人及繼續教育研究所 === 89 === Abstract
The study explores the impact of employing the accelerative learning strategies on students’ learning performance in the continuative education school affiliated with junior high school. To reach the research goal, the study assumes the quasi-experiment method which includes the pretest and the posttest. We choose some first grade junior high school students from the two continuative education schools in Taipei County as our study subjects. We randomly appoint one class as the experiment group, the other the control group. We use the accelerative learning strategies to teach the experiment group while maintaining the original teaching way for the control group. The whole experiment lasts for twenty-four hours, twelve weeks.
To understand each learning performance of the students, we hold the pretest and the posttest on the learning effect respectively before and after our experimental teaching; after our experimental teaching, we compare the differences on the learning attitude between the two groups by asking them to answer “ the English learning attitude questionnaire for the students studying at continuative education school.” Then, we ask them to answer the preference questionnaire of the accelerative learning strategies to know how much those students accept the accelerative learning strategies. Besides, during the process of the experiment, we not only make observational records of the experimental teaching, insert on-the-spot interviews, but also have personal interviews with some of our subjects in the wake of our experiment so as to deeply understand those students’ reaction and opinions towards strategies.
The results of the study show:
1. The impact that the teaching strategies have on the learning effect
Originally, the basic English degree of the control group is higher than that of the experiment group; however, after the experiment, the English learning performance of the experiment group has caught up with that of the control group. As for the increasing scores, those two groups don’t reach remarkable levels after the examination of T-test; however, the experiment group get a higher score than the control group by almost 12 points, which shows the experiment group is better than the control group in making progress.
2. The impact that the teaching strategies have on the learning performances, both attitude and behavior levels included
Both the experiment and control groups don’t have remarkable variation in this aspect, which means the experiment group is not better than the control group in the learning performances concerning the cognitive, emotional, and behavior levels.
3. The preference that the experiment group has for the accelerative learning strategies
The average means in each sub-strategy contained in the eight accelerative learning strategies are all between “like a little” and “ like very much,” which shows the students of the experiment group like the accelerative learning strategies very much.
4. The learning effect and the learning performance─the correlation of attitude and behavior
The whole progressive scores and each level of the learning performances in both experiment and control groups all show a positive, moderate correlation. In the experiment group, none of the correlations of its different progressive scores and each level of the learning performances have remarkable variation.
5. The correlation of the learning effect and the preference for teaching strategies in the experiment group
The progressive scores that the experiment group gets and the three of the accelerative learning strategies have positive, moderate correlation while the other five strategies and the average progressive scores don’t reach an obvious level. The correlations of different progressive degrees and the eight learning strategies don’t reach an obvious level.
6. The learning performance of the experiment group─the correlation of attitude and behavior levels & the preference on the accelerative learning strategies
The total scores of the learning performances and the six of the accelerative learning strategies have positive, moderate correlation. The cognitive level of the learning attitude has an obvious positive correlation with the six accelerative learning strategies, among which the cognitive level has a positive, high correlation with the strategy of planning the learning environment, and it has positive, moderate correlations with the other five strategies. As for the emotional level of the learning attitude, there are four accelerative learning strategies that have obvious, positive, moderate correlations with it. There are five accelerative learning strategies having positive, moderate correlations with the behavior level of the learning behavior.
According to the conclusion of the study, we list the suggestions as follows:
I. Suggestions for adult education
The employment of the accelerative learning must take the reaction of learners into consideration；Teachers should often remind students of the advantages of learning English；Teachers should understand students’ learning preference and multi intelligence combination which should be the basis of the teaching design.；Teachers should continuously give students positive encouragement and the implications of recognition；Create an environment for learning English.
II. Suggestions for the administrative units
1. In the aspect of administrative planning
Effectively planning the schedule of courses may contribute to accelerating learning；Developing character-fitting evaluation ways for adults is helpful to accelerating learning；Establish the extension and assistant departments on accelerating learning；Flesh out the resource system of accelerating learning.
2. In the aspect of educating teachers qualified to teach
Hold studying activities on accelerative learning for teachers；Hold activities on inspecting and discussing accelerative learning for teachers.
3. Encourage teachers to be more familiar with the teaching material developed on the basis of the ideal of accelerative learning.
III. Suggestions for follow-up studies
In the research scope, follow-up studies may not only cover the whole scope of English teaching, but also broaden the scope to other subjects or courses. The subject of the study may extend to other adult education units or even all different levels of schools. In the period of the study, follow-up studies may lengthen the period of the study so as to observe the long-term effect of the accelerative learning strategies. In the instrument of the study, researchers may increase the samples to enhance the internal and external validities or the accuracy of the test questions.
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