| Summary: | 碩士 === 國立臺東大學 === 體育教學碩士在職專班 === 98 === The purpose of the study was to investigate the learning effects of Teaching Games for Understanding (TGfU) towards cognitive achievement, skill achievement, affective achievement, and Game Performance Assessment Instrument(decision making, skill execution, and support) in tee ball, and the perception phenomenon for senior class students . The difference in learning effects between males and females was also examined. The participants in this study were senior class students in Peng-hu County, with 8 males and 8 females. The study was conducted with 12 lessons of tee ball teaching. Pretest and posttest were administered on cognitive test, affective test, objective and subjective tee ball skill test, and GPAI test. Data were analyzed by paired-samples t-test and ANCOVA. At the same time, the qualitative data were collected via interviews with students and their learning sheets, and analyzed with constantly comparison method. The results were as follows: (1) There was significant progress in learning effects on cognitive test for all students(t＝-4.461, p＜.05), the males(t＝-2.384, p＜.05) and the females(t＝-4.107, p＜.05), but no significant difference between different genders. The students’ comprehension of competition policies and knowledge were facilitated by participating and refereeing in the games. (2) There was significant progress in learning effects on affective test for all students(t＝-3.153, p＜.05）, but no significant progress for the males, the females,and no significant difference between different genders. The TGfU teaching could boost the students’ learning motivations and interests. (3) There was significant progress in learning effects on objective and subjective skill tests for all students(t＝-7.988, p＜.05), the males(t＝-5.459, p＜.05) and the females(t＝-5.600, p＜.05), but no significant difference between different genders. The students would realize the importance of skills,and positively practice playing tee ball in their spare time. (4) There was significant progress in game performance test for all students(t＝-15.989, p＜.05), the males(t＝-10.103, p＜.05) and the females(t＝-12.110, p＜.05), but no significant difference between different genders. The students could make correct decisions, adjust their position appropriately, and excute skills efficiently according to the situation on the court in order to implement their tactics. The findings can be provided as suggestions to the physical education courses in schools, and references to future studies. The conclusions were as follow: There was significant progress in learning effects on cognitive test, objective and subjective skill test, and in game performance for all students, the males and the females. There was significant progress in learning effects on affective test for all students but no significant progress for the males and the females. There was no significant difference between different genders on cognitive test, affective test, objective and subjective skill tests, and in game performance test. After receiving TGfU, students could perceive their progress in cognitive level, affective level, objective and subjective skill level, and game performance level. Students could also get senses of accomplishment from the class and be more interested in playing tee ball.
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