Learning Achievement and Awareness of the Sixth Graders Over Nutrition Teaching by Using WebQuest Model

• Main Authors: Huang, Shih-Hui, 黃世輝
• Other Authors: 羅義興
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/98817556085199089558

碩士 === 臺北市立大學 === 應用物理暨化學系自然科學教學碩士學位班 === 104 === The purpose of this research was to design a WebQuest teaching website based on applying the theory of WebQuest. Through the design of web-page exploration, the teacher can construct a scaffold of facilitating students to establish their cognition, and integrate both Health and Physical Education into nutrition education. At the same time, trying to explore this teaching model effects on the sixth graders’ learning achievement and awareness. This study was a quasi-experimental method. The research samples were sixth graders from 4 classes in an elementary school of Taipei's Wanhua District. There were 46 students in the experimental group and 47 students in the control group. The WebQuest teaching model was exercised on the experimental group while the regular teaching method was applied to the others. The “Pre-learning achievement test” was given one week before the experiment. The “Post-learning achievement test” was given a week later after the experiment. After obtaining quantitative data to compare it by one-factor ANCOVA. The teaching effects were analyzed both with quantitative and qualitative methods. Besides the quantitative data, it had qualitative data such as interviews with students and researcher’s diaries. The results of this study were summarized as following: After receiving WebQuest teaching model, the students' learning achievement of experimental group improved in nutrition knowledge, nutrition attitude and dietary behaviors. In addition, The independent variables were the experimental dealings. The covariate variables were the pre-test scores. The dependent variables were the post-test scores. These variables were then regarded as the independent samples in ANCOVA and analysed for the three co-variables of the nutritional knowledge, attitude and nutrition dietary behaviors. F values were 11.88, and its distinctiveness p values were less than .01 in the part of nutritional knowledge. F values were 3.08, and its p values were more than .05 in the part of nutritional attitude. In the part of dietary behaviors, the F values were 73.34 and its p values were less than .001; representing that students of two groups in nutrition knowledge and dietary behaviors were significant differences due to received from different experimental treatment. Showing WebQuest teaching model was more helpful to improve the learning achievement of nutrition knowledge and dietary behavior than general teaching. However, there was no significant difference in the learning achievement of enhancing nutrition attitude. According to the results, the researcher proposed the following conclusions as following: 1. When WebQuest teaching model was applied. It was helpful to enhance students’ learning achievement of nutrition course. 2. Most learners reveal a positive opinion about WebQuest learning activity. 3. In the process of teaching can enhance researcher’s ability of WebQuest teaching model through teaching reflection. Finally, this research provides some suggestions about teaching, learning environment, and future related researches. Keywords: Academic achievement, Nutritional education, WebQuest