The Effects of Picture Books Instruction Programs on The Lyrical Writing Performance of The Third Grade Students

• Main Authors: Ru-Ping Huang, 黃如屏
• Other Authors: Ming-Fa Shih
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/6jjs4t

碩士 === 銘傳大學 === 教育研究所碩士班 === 97 === This research explored the influences of the picture books instruction programs to the lyrical writing performance and the writing attitude of the third graders. Using the purposive sampling, two classes of third-graders from the Taipei City were selected as the object of the study. Quasi-experiment research method was adopted, and 12-week teaching schedules were conducted in the experiment group and control group. A self-made picture books instruction program was employed two periods per week in the experimental group; but the control group just used ordinary teaching method. Then, this study did the pre-test and post-test on experimental group and control group separately with the revised “Lyrical Writing Performance Scale” and “Writing Attitude Questionnaire”. Collected data was processed by “Analysis of Covariance (ANCOVA)” and “Two-way Analysis of Covariance (two-way ANOVA)”. The conclusion from this study was listed as follows: 1. In this case, the picture books instruction programs didn’t improve the students’ lyrical writing performance. 2. In this case, the effect of different gender students’ lyrical writing performance had significantly difference. 3. In this case, the effect of different family social- economic status of the students’ lyrical writing performance had significantly difference. 4. After having participated in the picture books instruction programs, students’ writing attitude shown a positive attitude. Based on the above findings, some conclusions and suggestions were discussed for the teachers, school authorities and further research.