A Study about Impacts of Geography Teaching with Concept Mapping on Academic Achievement and Learning Attitude for F Junior High 9th Grade Students in Taoyuan City

• Main Authors: SHU-HAN CHEN, 陳姝涵
• Other Authors: 作者未提供
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/12140176235995509666

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 102 === The purpose of this study was to explore the impacts of Geography teaching with concept mapping on academic achievement and learning attitude for junior high 9th grade students. This is an experimental study. There were 6 classes from F junior high school in Taoyuan as the research subjects, and divided into A, B, C classes for experimental and control group, respectively. The experimental group received concept mapping teaching approach, while the control group received traditional narrative teaching approach, both groups were proceeded 2-stage 6 weeks teaching period. There were 15, 12 as well as 9 hours for A, B, and C classes. This study adopted Geography Academic Achievement Test (GAAT) and Concept Mapping Learning Attitude Questionnaire (CMLAQ) as the research tool. The academic achievement data were collected before and after the experiment. All groups received GAAT, but CMLAQ was only conducted in experimental group to understand the learning perception about concept mapping approach from students. The data was analyzed by t-test and one-way ANOVA to explore how teaching approach and frequency of concept mapping teaching hours impact the academic achievement and learning attitude. There were six results summarized as follows: 1. Geography teaching with concept mapping can promote academic achievement of students. 2. The academic achievement of experimental group in later stage of teaching was better than control group. 3. Different teaching hours of concept mapping had no significant effect on academic achievement. 4. To elevate teaching efficiency by concept mapping teaching approach were more suitable for less teaching hour classes. 5. Students in experimental group held positive attitude toward concept mapping teaching approach. 6. Learning attitude in later part of the experimental group was slightly went down. This study provided suggestion for schools, teachers, and future researchers as the reference. Keywords: Concept mapping, academic achievement, learning attitude