| Summary: | 碩士 === 國立中山大學 === 教育研究所 === 94 === Abstract
The main purpose of this paper was to explore the effects of reading motivation and reading self-efficacy on Creative Thinking Instruction of picture storybooks for third grade students in elementary schools. The researcher adopted the “Equivalent Control Group Pretest-posttest Design” of Quasi-experiments Research Method and used the third grade students of two classes in the Kaohsiung elementary school as samples. One class was assigned to the experimental group for the purpose of carrying out Creative Thinking Instruction of picture storybooks. Another class was the control group for the intention of proceeding Common Reading Instruction of picture storybooks.
The research instrument of this paper included Elementary Reading Motivation Scale (Su-Zu Li, 1999) and Elementary Reading Self-efficacy Scale (Chih-Hsien Tu, 1998). In addition, the data was analyzed and tested by descriptive statistic, t-test, independent sample one-way ANCOVA, and product-moment correlation.
The findings of the study were as follows:
I.The influences of Creative Thinking Instruction of picture storybooks on students’ reading motivation
A.In the aspect of reading motivation, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks.
B.There was a significant difference in reading motivation between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn’t.
II.The influences of Creative Thinking Instruction of picture storybooks on students’ reading self-efficacy
A.In the aspect of reading efficacy, there was no significant difference between the experimental group and the control group before accepting Creative Thinking Instruction of picture storybooks.
B.There was a significant difference in reading efficacy between the students who accepted Creative Thinking Instruction of picture storybooks and the students who didn’t.
III.There was a significant positive correlation between reading motivation and reading self-efficacy.
According to the study results of above, the researcher offered the suggestions for the reference in educational applications and prospective studies as follows:
I.If quantification and action research was operated together, the research benefit would be higher.
II.Creative Thinking Instruction was subsumed in school-based curriculum.
III.The research subject could be extensively discussed.
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