Effects of Different Learning Methods on Junior High School Student’s Problem Solving Skills, Motivation, Interest and Learning Archievement of Scratch Programming

• Main Authors: Ho, Cheng-Hsien, 何政賢
• Other Authors: Chang, Cheng-Chieh
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/36665030862912552217

碩士 === 國立臺灣海洋大學 === 教育研究所 === 104 === The aim of this thesis is to investigate different teaching methods (Didactic Teaching Methods, Inquiry-based Learning Methods and Cooperative Learning Methods) effect on student’s problem solving skills, motivation, interest and learning archievement. This study was conducted with experimental design in Keelung Municipal Cheng-Bin junior high school with 119 grade 7 and grade 8 participants.There were 30 participants in Didactic Teaching Method control group, 45 participants in Inquiry-Based Learning Method experimental group and 44 participants in Cooperative Learning Methods experimental group. The duration of this experiment lasted ten weeks with one class per week. The researcher used a problem solving scale, a motivation and interest scale. The learning archievement was evaluated based on ten weeks of school tests and final project scores. The data was analyzed with descriptive statistics, t-test and one-way ANOVA. After teaching Scratch programming, the conclusions are as follows: 1. Research Background: (1) Girls performed better than boys in problem-solving skills. (2) Students who like Math or Science performed better than the students who don’t like Math or Science in problem-solving skills. (3) Students who like computer class have more learning interests in Scratch. (4) Students who play 1-3 hours of computer games a day have more learning interests than those who don’t play computer games. Students who play less than an hour of computer games per day have more learning motivation than the students who don’t play computer games. 2. Different Learning Methods: (1) Students who participated in Didactic Teaching Methods have the highest average score in school tests, but their final projects result with lowest average score. Their learning motivation and interest are low too. (2) Inquiry-Based Learning students have the lowest score in problem solving skills. They have the best final project result and the worst final project. (3) Cooperative Learning Methods students are capable of increasing their problem-solving skills. They have the highest average score in school tests and final projects. They have shown the highest learning interest in Scratch Programming, too. Students solving problem cooperatively can increase their programming learning interests. The author encourages teachers to teach Scratch Programming and suggests that Scratch programming should be taught cooperatively at first to improve overall programming skills and learning interests, and then it should redirect to Inquiry-Based Learning Methods to archive a better goal.