| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系在職進修碩士班 === 100 === The study aims to design a multiple-intelligence exploration curriculum, and to investigate their effect to learning motivation and attitude of eighth graders in junior high school.
The study adapts a quasi-experiment design, which has a nonequivalent pretest-posttest control group. The subjects are 63 eighth graders from a junior high school in Taipei county. There are 33 students in the experimental group and 30 students in the control group. In the experimental group, students receive a six-week treatment. They have three classes a week, and they totally have eighteen classes during the experiment. As for the students in the control group, the schedule for the lessons is changed. They receive other lessons during the experiment period.
The quantitative instruments utilized to examine the effects of the study are “Learning Motivation Inventory for Junior High School Students” and “Learning Attitude Inventory for Junior High School Students”. The two instruments were administered before and after the experiment. The collected data were analyzed with one-way ANCOVA. The qualitative data include “students’ feedback in each class” , “students’ overall feedback” , “teacher’s reflective journals” , and “questionnaires of students’ interview data”. The data are analyzed to examine the effects of the experiment.
The main findings of the study were as the following:
1. Multiple-intelligence exploration curriculum is practical.
2. Multiple-intelligence exploration curriculum help enhance eighth-graders’ learning motivation in three aspects: “learning value” , “self-efficacy” , and “objective orientation” .
3. Multiple-intelligence exploration curriculum help eighth-graders be equipped with better learning attitude and this can be seen in “attitudes toward the teacher” and “attitudes toward peer students” , but not in “attitudes toward school environment” .
4. In the experimental group, most students hold positive views toward multiple-intelligence exploration curriculum. They like the content of the courses and the way of teaching. For these students, the content is interesting. They feel that the courses help them learn a lot and they give high evaluation and satisfaction to the curriculum. They think that they know more about the multiple intelligences of themselves and that the curriculum are helpful for their career development.
The researcher probed into the results of the study and gave concrete suggestions to future studies about educational counseling.
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