The effectiveness of a metacognitive strategy integrated Web-based teaching platform on learning Tee ball

• Main Authors: Chih-Cheng Huang, 黃誌誠
• Other Authors: Wu-Chou Chen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/42335705805235354920

碩士 === 國立體育大學 === 運動科學研究所 === 101 === Integrating information technology into physical education can significantly improve learning effectiveness but may easily cause hyperchaos for learners who lack self reflect ability. However, hyperchaos can be avoided if adequate metacognitive strategies are employed.Three fourth-grade classes from an elementary school in New Taipei City were selected for experiment. The research design includes a web-based metacognitive strategy instruction designed platform, a web-based direct strategies instruction designed platformand a traditional instruction method( Control group). The pretest and the posttest were taken on the participant’s cognitive, subjective, and objective skills before and after the four weeks instruction. Data were analyzed (α=.05) with t-test to examine within group improvement, one-way ANOVA and ANCOVA to examine between group learning effectiveness. The findings were as follows: 1. The learning effectiveness on participants' cognitive skills, the subjective and objective skills and the affection improved significantly, whereas on movement awareness, only metacognitive strategies designed instruction exhibit significant differences. 2. The learning effectiveness of the participants in the metacognitive strategies designed instruction was higher than the traditional instruction on subjective skills. 3. No significant differences on objective skills in neither group. 4. The learning effects on affective test of the metacognitive strategies and the direct instruction group were higher than the control group.