| Summary: | 碩士 === 明道大學 === 課程與教學研究所 === 100 === Abstract
The purpose of this study was to examine the effects of Multiple Intelligence writing instruction on a selected senior vocational high school students（SHVSS）writing attitudes and writing achievements, in Changhua county, Taiwan. A quasi-experiment with pretest-posttest nonequivalent control group design was conducted. Two first-grade classes of SHVSS were assigned to the experimental group and control group separately. The experimental group received 16 weeks, one class a week, of “Multiple Intelligence” writing instruction and the control group received the traditional writing instruction. This study used two self-administered instruments titled “Writing Attitudes” and “Writing Achievements Scale” to collect the research data. The quantitative data were analyzed by one-way ANCOVA. The major findings of this research were as follows: First, the attitudes of experimental group were better than the control group. Second, there were no significant effects to the writing achievements in experimental group. The conclusions and suggestions are as follows: In the “Multiple Intelligence” teaching dimension: First, working sheets are good for increasing the chances of practice. Second, heterogeneous grouping discussion is a good way for improving peer interaction. In the school dimension: encouraging teachers to participate in on-the-job training and implementing writing activities for students are strongly suggested for improving student writing attitudes and writing interests as well.
Key words: Multiple Intelligence, Writing Attitude, Writing Achievements
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