| Summary: | 碩士 === 國立嘉義大學 === 數理教育研究所 === 105 === The study was to foster senior high school students’ achievement and motivation through peer instruction. The quasi-experimental design was conducted. The experimental group (N=32) received PI group and TI group (N=33) received traditional instruction. A “Physics Knowledge Test” (PKT) and one questionnaire “Students’ Motivation towards Physics Learning” (SMTPL) (Tuan, Chin, & Shieh, 2005) were used to collect data. The pretest and posttest were conducted before and after the teaching intervention, which lasted 4 hours. The data were analyzed using T-test and ANCOVA. The results showed that there was statistically significant improvement on PKT scores in the TI group (p<.01) and there was also statistically significant improvements on PKT for PI group (p<.01) after treatment. Moreover, there was statistically significant differences in physics achievements between the experimental group and control group (p<.001). The experimental group had higher average scores than control group. However, no significant differences existed in motivation towards physic leaning between two groups (p>.05).
Keywords: Motivation, Peer Instruction, Physics Achievements, Straight Line Motion
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