A Study on Decreasing Physical Reactions from Learning by Teaching with Mass

• Main Authors: Liu,Mei-Chen, 劉美辰
• Other Authors: Jin Fang Shr
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/80744398744846113327

碩士 === 中華大學 === 營建管理學系碩士班 === 100 === L. Ron Hubbard mentioned in his book, Basic Study Manual, that lack of mass on learning can block a person’s ability to study. That may produce physical and mental reactions. As the effect of teaching with mass to learner’s physical and mental reactions was not mentioned in the earlier literatures, the purpose of the study was to explore if there were any obvious differences regarding physical and mental reactions between traditional teaching and teaching with mass. It also aimed to understand the differences of learning efficiency and opinions of students between the two methods of teaching. The study was a quasi-experimental research with pre-test and post-test. Twenty-eight students of a first-grade class in an elementary school in Taichung were the subjects. It was an eight-week experimental program. The study used first volume of math textbook of Han Lin Publishing Co., Ltd , along with self-made materials and the appendixes of the book. The class was videotaped during the teaching. After the teaching, there was a math achievement test on the subject of addition and subtraction. A survey of pre-test and post-test about anxiety and willingness by questionnaire on learning were conducted. The research data were analyzed by Wilcoxon test for paired observations of nonparametric statistics and t test with dependent samples to examine the hypotheses of the study. Based on the research, the results were as follows: 1.After the application of teaching with mass, the frequency of negative physical reactions was significantly lower than that caused by the traditional teaching. 2.After the application of teaching with mass, anxiety during learning was significantly less seen than than that caused by the traditional teaching. 3.Students had better learning achievement after the implementation of teaching with mass. 4.Students had a positive attitude toward teaching with mass.