A Study of the Influence of Conjecturing-centered Inquiry Teaching on Vocational High School students’ Learning Motivation toward Mathematics in the Pragmatic Skill Programs

• Main Authors: Huei-Yin Lin, 林慧茵
• Other Authors: Erh-Tsung Chin
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/53754767365668012668

碩士 === 國立彰化師範大學 === 科學教育研究所 === 99 === This study was designed by "teacher as researcher" of the action research to investigate the difficulties and improvement strategies of the implementation of conjecturing-centered 5E inquiry teaching on students of pragmatic skill programs in a vocational school, and to test its influence on students’ learning motivation toward mathematics. The research was carried out in three stages, the first stage is the warm-up stage, in the second stage, conjecturing-centered inquiry teaching was implemented. In the third stage, conjecturing-centered inquiry teaching in the second stage was modified and applied again. The subjects were 43 tenth grade students of pragmatic skill programs in a vocational school in central Taiwan. Both quantitative and qualitative data were collected which included: questionnaire of learning motivation toward mathematics, students’ worksheets, students’ learning (self-reflection) diaries, interviews records, videos of classroom teaching and recorded information, and teacher’s self-reflection diaries. After a two-cycle stage of the implementation of formal teaching, the researcher encountered the following difficulties in teaching: lack of inquiry experience of the teacher and students, order and time was difficult to control, students’ learning diaries were not good enough, posted intention was not high, the students with learning difficulty could not engage in the learning activities, students questioned the progress of teaching and teaching quality, the researcher resolved the difficulties by reflection and action. In learning motivation, the researcher used ANOVA to analyze the results of the pretest (surveying before conjecturing inquiry teaching), mid-test (surveying after the first cycle stage ) and posttest (surveying after the second cycle stage ) of the questionnaire on math learning motivation. The results showed that the implementation of conjecturing-centered inquiry teaching for students’ learning motivation has improved significantly, in the aspects of "self-efficacy", "mathematic learning value" , "achievement goal" and " learning environment stimulation" which reached statistically significant difference (p<0.05), and in the aspects of "active learning Strategy "and " non-performance goal", there existed no statistically significant difference (p>0.05). Finally, the results also suggest that for better implementing inquiry teaching, teachers make good use of computer media resources, group activities to explore the time and seating arrangements to check if appropriate. Moreover, with the use of multiple assessment methods which must make students not be afraid of the writing test, teachers, therefore, should strengthen our teaching beliefs, enrich professional knowledge and apply various methods. When necessary, collaboration with professional teachers in different fields in implementation of inquiry teaching is also recommended.