| Summary: | 碩士 === 國立交通大學 === 理學院碩士在職專班網路學習學程 === 96 === The purpose of this study aims at discussing the difference between two learning strategy: discussion-orientated mastery learning strategy and traditional mastery learning strategy. I examine the learing effects and learning affection derived from the two learning strategies through applying the two learning strategies to the vocational high school students on their electronics course. The objects of my study are 66 National Comprehensive High School students in Taoyuan County, among which, 35 students belong to experiment group and 31 control group. Each week, I implemented my teaching experiment for three hours and the whole process lasted four weeks in total. I adopted discussion-oriented mastery learning strategy in the experiment group and traditional mastery learning strategy in the control group. Before my teaching experiment, both groups proceeded with a pretest and a learning affection questionnaire survey in advance. After the teaching experiment, a posttest and a learning affection questionnaire survey were redone again. All the data required from the results of my teaching experiment were processed by SPSS Statistical Analysis Software and the following conclusions were incurred.
1. Both discussion-orientated mastery learning strategy and traditional mastery learning strategy caused progresses on students’ learning achievement.(p<.001)
2. Discussion-orientated mastery learning strategy(experiment group) makes even better progresses than traditional mastery learning strategy(control group) on students’ grades. (p<.001)
3. The performance of my students’ posttest from discussion-orientated mastery learning strategy(experiment group) is better than that of the traditional mastery learning strategy, making the two learning strategies a distinguished difference. (p<.01)
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