A Comparative Study of How the Traditional Teaching Approach and the Comprehensive Teaching Approach Influence junior High School Students on Tee Ball Hitting Learning
碩士 === 臺北市立大學 === 體育學系體育碩士在職專班 === 105 === The aim of the present study is to compare how the traditional teaching approach and the comprehesive teaching approach influence junior high school students on tee ball hitting learning. We investigate two classs of eight-graders (totally 42 students) in X...
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2017
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| Online Access: | http://ndltd.ncl.edu.tw/handle/4k9j88 |
| Summary: | 碩士 === 臺北市立大學 === 體育學系體育碩士在職專班 === 105 === The aim of the present study is to compare how the traditional teaching approach and the comprehesive teaching approach influence junior high school students on tee ball hitting learning. We investigate two classs of eight-graders (totally 42 students) in Xisong High School in Songshan district, Taipei, in 2017. We experiment two teaching approaches for eight classes in four weeks, adopting the traditional teaching approach on 21 students (the control group) and adopting the comprehesive teaching approach on the other 21 students (the experimental group). We analyze the students’ performace by the Independent-Sample t-test and the Paired-Sample t-test. The result shows the following learning effects on tee ball hitting learning: 1. The comprehensive teaching approach produces a good learning outcome on tee ball hitting learning. 2. The traditional teaching approach produces a good learning outcome on tee ball hitting leaning. 3. The comprehensive teaching approach yeilds a better learning outcome than the traditional teaching approach. 4. A good learning effect produced by the comprehensive teaching approach is kept in the retention period. 5. A good learning effect produced by the traditional teaching approach is kept in the retention period. 6. The tee ball hitting learning effect produced by the comprehensive approach in the retention period shows a significant differentce.
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