Effects of online peer-feedback approaches on elementary school students’ learning achievement and motivation in Karate courses

• Main Authors: Wen-Jie Li, 利玟潔
• Other Authors: Kai-Hsiang Yang
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/fcqe64

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 106 === The ways people teach Karate has always been by practical demonstrations or oral teaching methods.However, it is the information time now. Not only computers, internet and other smart devices are getting better , but alsoInformation technology and network functions are getting more and more powerful. Putting information into teaching has become a trend. At present, people in our country seldom systematically combine karate and information network media in teaching. Therefore, the research mainly focuses on the the fifth grade primary school pupils who are learning karate "KATA" in an Elementary School in Dayuan District of Taoyuan City as the research object. It aims at making use of the information tools and the karate instructions and to explore the use of information media to assist the learning of karate and making good use of different peer-feedback mechanisms to explore the differences between the achievements and motives of karate learning among primary school children. This research object is for the fifth grade elementary school students who learn karate at Cyuan Elementary School. In the study, we divided students into two groups－One experimental group and one control group. Ih the experimental group, student learned karate not only by the implementation of traditional karate teaching, but also supplemented by online peer- feedback mechanism. In the control group, Students learned karate by the traditional karate teaching mrthods and got peer-feedback on the spot. In the study, the two groups also used the researcher's 12-week teaching according to the commentary and content basis of the design rules of the World Karate Federation. As a result, it was found that online peer feedback helps improve the team’s learning achievement in terms of achievements in karate-skills learning. For the satisfaction of teaching activities and motivation of learning, both groups of students showed positive results with no significant difference. The correlation analysis found that intrinsic motivation, extrinsic motivation and karate movement skills learning achievement were positively correlated. When peer scores and text feedback are implemented, the feedback messages provided by the students are of better quality, and they can give feedback on individual subjects and provide more information containing details of the actions. Therefore, the combination of online peer feedback is best suited to student expectations. It also enables students to perform better in the achievement of karate-skills skill learning and enhance the motivation and quality of karate learning.