A Study of Creative Teaching Approach for Junior High School English and its Effect on English Achievement and Attitudes

• Main Authors: Chi-wen Huang, 黃琪雯
• Other Authors: Ching-ying Pan
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/35879847361097001589

碩士 === 慈濟大學 === 教育研究所 === 94 === The purposes of this study are to implement creative teaching approach on the eighth grade Junior High School Students’ English courses and to explore its effect on students’ learning achievement and learning attitude. The retest-posttest nonequivalent group design is adopted. The subjects are selected from the eighth grade students to form two groups with equivalent English competence. One as the experimental group instructed by creative teaching approach, and the other as the control group instructed by the traditional lecture method. These two groups have the same teaching materials and scheduled progress. This study is carried out for 14 weeks. The results of this study are summarized as follows. 1. The effect of English learning achievement (1) The experimental group’s posttest scores on seven units are higher than the control group’s except unit one, and four out seven tests are significantly higher than the control group’s. (2) The experimental group’s posttest scores on three midterm exams are all higher than the control group’s, and the second midterm exam is significantly higher than the control group’s. (3) The experimental group’s posttest scores based on 1994 English Basic Competence Test for Junior High School Students is higher than the control group’s. 2. The effect of English learning motivation (1) The experimental group’s posttest scores are higher than the control group’s, and there are significant differences on the levels of “liking”, “devoting”, “competency”, “intrinsic motivation” and “total scores”. (2) Comparing experimental group’s pretest and posttest learning motivation scores, there are significant differences in five posttest levels which are “liking”, “devoting”, “competency”, “intrinsic motivation” and “total scores”. However, for the control group, there is no significant difference found between the pretest and posttest scores. 3. The effect of English learning attitudes (1) For learning attitudes, four out six levels of the experimental group’s posttest scores are significantly higher than the control group’s. They are “ curriculum”, “assignment”, “teacher” and “total scores”. (2) Comparing experimental group’s pretest and posttest learning attitudes scores, there are significant differences in four posttest levels which are“ curriculum”, “assignment”, “teacher” and “total scores”. Contrarily, there is no significant difference between the pretest and the posttest scores for the control group’s learning attitudes scores. 4. Responses to creative teaching approach questionnaire Based on the experimental group students’ responses to creative teaching approach questionnaire, we found: (1) Over 79% experimental group students liked creative teaching approach and considered that it was helpful for their learning. (2) Over 76% experimental group students believed that applying teaching materials makes learning more interesting and promotes their interest and motivation in learning English. (3) Over 82% experimental group students approved that the warm and harmonious learning atmosphere can reduce learning anxiety and help increase interaction between classmates. (4) Over 79% experimental group students believed that they were more aggressive than before. In conclusion, compared with the traditional lecture method, creative teaching approach has significantly positive effect on promoting Junior High School students’ learning achievement, learning motivation and attitudes. Key words: creative teaching、learning motivation、learning attitudes、 learning achievement