| Summary: | 碩士 === 國立臺中教育大學 === 教育學系課程與教學碩士班 === 101 === This study aimed to discuss the effect of applying multiple intelligence theory to vocational high school English teaching on students’ learning motivation and academic achievement.
This experiment adopted quasi-experimental design and used one vocational high school class totaling 42 students in Chunghua county as subjects. The experimental period of this study was about eight weeks and many statistical methods, such as pair T-test and one-factor ANCOVA, were used to test the research hypothesis. Besides, self-made English Learning Motivation Test, Academic Achievement Test and Class Chemistry Test were utilized as research tools. The conclusion was listed below：
1. Applying multiple intelligence theory to vocational high school English teaching is statistically significant on students’ learning motivation.
2. Applying multiple intelligence theory to vocational high school English teaching is non-significantly different on students’ learning motivation of different genders.
3. Applying multiple intelligence theory to vocational high school English teaching is non-significantly different on students’ academic achievement.
4. Applying multiple intelligence theory to vocational high school English teaching is non-significantly different on students’ learning motivation of different genders.
Last, according to the research results, this study provided concrete suggestions for teachers, schools and further study in the future.
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