| Summary: | 碩士 === 大葉大學 === 資訊管理學系碩士班 === 104 === This study aims to explore the effect of project-based mobile learning on enhancing elementary students’ learning motivation, cooperative learning ability, and learning acheivements in social studies courses. Two high-grade classes with similar backgrounds were chosen from two rural elementary schools in Hsinchu City as the subjects for the experiment. Project-based learning (PBL) activities were implemented respectively in fifteen social studies classes for the two six-grade groups under the theme of “Cities, Towns, and Regions in Taiwan” during a five-week session. Using the quasi-experimental design approach, a class was randomly appointed as the experimental group, in whose PBL program students used a tablet for information gathering. The students in the other class, or the control group, performed the PBL by gathering information from printed publications in the library. “Learning achievement test,” “learning motivation scale” and “cooperative learning ability scale” were carried out before and after the PBL courses. The teacher collected observation logs and records of interviews and make a comparison between the students from the two groups in terms of their learning outcomes. The results of pre-and post-tests analysis using one-way ANCOVA showed that: (1) Learning achievements regarding social studies of the experimental group were significantly higher than that of the control group; (2) Learning motivation regarding social studies of the experimental group were significantly higher than that of the control group; (3) Cooperative learning ability regarding social studies of the experimental group showed no significant difference from that of the control group, however, the cooperative learning ability of the experimental group showed obvious improvement while the control group stayed unchanged; (4) Students who used a tablet in the PBL project were detected an increase in motivational learning and concentration in class, which in turn improved learning outcomes; (5) Learning motivation of students who used a tablet was enhanced because the tablet provided more updated information than a library could possibly do. It was also more convenient for discussion and sharing of information between team members who used a tablet; (6) Students of the experimental group often talked about how to use the tablet, which provided a shared topic between students and opportunity for discussion, which in turn enhanced their cooperative learning ability. Finally, some suggestions regarding the implementation of PBL based on the above results are provided for the reference of teaching elementary social studies.
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