The Use of Inquiry Teaching to Enhance Positive Emotion mong Elementary School Students

• Main Authors: Hui-ya Lin, 林慧雅
• Other Authors: Zuway-R Hong
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/94585609187838530474

碩士 === 國立中山大學 === 教育研究所 === 98 === The purpose of this study was to examine the effect of elementary school students’ positive emotion and assess the similarity and difference among different background students while they attending this quasi-experimental study. A nonequivalent pretest-posttest design was conducted on this study. The experimental group students who were taught by 9-weeks of “Inquiry Teaching”; on the other hand, the control group students who were taught by the traditional teaching method. During the beginning and end of courses, all participants conducted investigator-developed instrument “Elementary School Students Positive Emotion Scale”. In addition, 6 target students with more improvement scores on the post-test of positive emotion scale were recruited a follow-up interview for finding the effects of inquiry teaching project. Independent-samples t-test, paired-samples t-test, one-way ANOVA, and ANCOVA were conducted for comparing the similarity and differences between two groups. A theme content analysis was conducted to analyze the qualitative data. The major findings are as follows: 1.After the use of “Inquiry Teaching”, the experimental group students’ self-confidence score is significantly higher than the control group’s. 2.The experimental group students’ “self-confidence” score is significantly higher than “optimistic” or “gratitude”. 3.The experimental group moderate academic achievers present significantly more improvement on self-confidence than those of the highest academic achievers. According to those significant findings, educational recommendations and suggestions are also provided toward teachers and researchers who can discussfurther .