Recorders were the most often used instrument for assisting music instruction in today¡¦s elementary schools. However, many students didn¡¦t like recorders and, as a result, they lose interest in music. Xylophone was easy to learn and might be a suitable substitute for recorders. Therefore, the purpose of this action research is to examine the effects of Xylophone-assisted music instruction on fifth graders¡¦ Motivation for Learning Music and Achievement. A fifth grade class in Guai-Guai elementary school of Kaohsiung City was selected as participants. Before the instruction, the students filled out a scale of motivation for learning music, and their achievement of music was tested. Then the students received an 8-week long Xylophone-assisted music instruction. During the instruction, the students¡¦ report and teacher¡¦s reflection of the music class were obtained and some students were interviewed. At the end of the instruction, students were tested again on their achievement and motivation, and they gave feedback about their attitudes of the instruction and the students who were interviewed before were interviewed again about the instruction. The results were as the followings¡G 1.The xylophone-assisted music instruction increased the motivation of the class as a whole. The effects were especially significant for those who dislike recorders. 2.After the instruction, the differences between the students who like and dislike recorders before were decreased. 3.The students were very positive about the instruction. Over 80% of the students chose and recommended xylophone as an assistant instrument in music class. 4.The characteristics of xylophones were appropriate for music instruction.

The purpose of this research was to investigate, with the strategy of cooperative learning and traditional narrative teaching, the learning achievement, scientific attitude, and the diversity of different class environment for the seventh graders¡¦ learning in biological reproduction of natural science. In addition, the progress of learning and teaching were studied followed up. In the quasi-experimental design, 27 subjects of the experimental group were taught by Student¡¦s Team Achievement Division (STAD) of cooperative learning, and 27 subjects of control group were by traditional narrative teaching. They were all seventh grade students in Kaohsiung County. The instruments consist of ¡§Biological Reproduction Learning Achievement Test,¡¨ ¡§Science Attitudes Scale,¡¨ ¡§What Is Happening in This Class? Questionnaire,¡¨and ¡§Cooperation Learning Questionnaire.¡¨ The data were analyzed by applying descriptive statistics and ANCOVA. The results of the research were summarized as follows: STAD cooperative learning teaching method stimulated students to show more positive scientific attitudes and experienced more class environment encouragement. Moreover, it promoted the seventh graders¡¦ learning achievement in study the unit of reproduction and exhibited retentive effect. During the different stages of group discussion, students were in a hopeless tangle in the beginning, followed by a more cooperative manner gradually, and finally they were leading group learning. The processes of the sharing of the groups were embarrassing in the beginning and then they were gradually open-handed at the end .Objectively, students think they could complete the learning of biology with cooperative learning and subjectively, they also enjoyed this kind of learning atmosphere and hope the teacher could use the teaching strategy of cooperative teaching more often. On the other hand, the teacher was able to follow up the students¡¦ thought and progress to guide them in more details during the group discussion and group sharing. Also the teacher should listen and respect the students¡¦ opinion and will even though the teacher worried about the methodology didn¡¦t suit for the students in the beginning.

The main purposes of this study were to inquire into the effects of teaching of self-regulated learning and cognitive styles on learning achievement and attirude of science of elementary school students . Quasi-experimental design was used. Two classes of fifth-grade students from an elementary school in Kaohsiung County were randomly assigned to either the experimental or the control group. After the Science Achievement Test, the Scale of Attitude for Learning Science, and the Scale of Cognitive Styles were administered on the two groups, the self-regulated learning instructtion was implemented in the Science class of the experimental group, while the control group was taught in the general way. After 8 weeks of instruction, the posttest and delayed test of the Science Achievement Test and the Scale of Attitude for Learning Science were administered on the two groups. The major findings of the study were as follows. (1) The experimental group got higher score than the control group in the learning achievement of science. (2) The learning achievement of science of different cognitive styles were promoted on the experimental group. (3) A significant difference was found on the interaction between the two groups and cognitive styles in the posttest scores of the learning achievement of science. (4) The experimental group got higher score than the control group in the learning attitude of science. (5) No significant difference was found between different cognitive styles in the learning attitude of science. (6) No significant difference was found on the interaction between the two groups and cognitive styles in the learning attitude of science. Based on the findings, some suggestions for science teaching practice and future research were proposed.

Thesis (M. Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 67-79).

Thesis (M.Ed.)--University of Hong Kong, 2000. / Includes bibliographical references (leaves 67-79). Also available in print.

Thesis (Ed. D.)--Washington State University, December 2007. / Includes bibliographical references (p. 125-134).

This study sought to (a) investigate the effect of Van Hiele theory-based instruction on Grade 11 students’ geometric proofs learning achievement, (b) explore students’ views on their geometry learning experiences, and (c) develop a framework for better teaching and learning of Grade 11 Euclidean geometry theorems and non-routine geometric proofs. The study is based on Van Hiele’s theory of geometric thinking. The research involved a convenience sample of 186 Grade 11 students from four matched secondary schools in the Capricorn district of Limpopo province, South Africa. The study employed a sequential explanatory mixed-methods design, which combined quantitative and qualitative data collection methods. In the quantitative phase, a non-equivalent groups quasi-experiment was conducted. A Geometry Proof Test was used to assess students’ geometric proof construction abilities before and after the teaching experiment. Data analysis using non-parametric analysis of covariance revealed that students from the experimental group of schools performed significantly better than their counterparts from control group schools. In the qualitative phase, data were collected using focus group discussions and students’ diary records. Results revealed that the experimental group students had positive views on their geometry learning experiences, whereas students from the control group of schools expressed negative views towards the teaching of Euclidean geometry and geometric proofs in their mathematics classes. Based on the quantitative and qualitative data findings, it was concluded that in addition to organizing instruction according to the Van Hiele theory, teachers should listen to students’ voices and adjust their pedagogical practices to meet the expectations of a diverse group of students in the mathematics class. A framework for better teaching and learning of Grade 11 Euclidean geometry theorems and non-routine geometric proofs was thus developed, integrating students’ views and Van Hiele theory-based instruction. The study recommends that teachers should adopt the modified Van Hiele theory-based framework to enhance students’ mastery of non-routine geometric proofs in secondary schools.

homework problems in an introductory mechanics course at a university. A quasi-experimental field study with two cohorts design was performed to measure the impact of such exercises on motivation, interest and conceptual understanding. The empirical results on learning achievement show a significant positive influence of the smartphone-based experimental exercise for the dynamics of rigid bodies topic with a medium effect size of d =0.42. For the analysis of rotational motion topic, a positive learning achievement for both groups was evidenced, but the effect size of the smartphone-based exercise was rather small at d =0.20 . The intrinsic and germane cognitive loads turned out to be similar at an intermediate level for both groups. However, the extrinsic cognitive load for the intervention group decreased significantly, which might be the reason why more complex experimental exercises foster conceptual understanding.

本研究主要在探討幼兒時期「英語學習經驗」對國小階段「國語學習態度」與「國語學習成就表現」之影響性。研究中分別以「有/無學習英語」、「學習起始年段」、「學習年數」及「每週學習時數」作為幼兒時期英語學習經驗之代理變數；「國語學習態度」的評量包括認知、情感及行為三個成分；而「國語學習成就表現」係採用國語能力測驗分數與在校國語成績作為評量。 本研究採用問卷調查及深度訪談法，問卷調查方面，係以台北市文山區市立國小二年級339名學童及四年級341名學童為研究對象。訪談方面，共訪談44名學童、45位家長、以及15位國小教師。 本研究結果顯示，雖然幼兒時期英語學習經驗對學童國小階段的國語學習態度不具有顯著的影響性，但本研究獲得若干證據支持幼兒時期英語學習經驗有助於學童國小初期的國語學習成就表現。具體的研究結果指出：(一)幼兒時期「有學習英語」的學童，其小學二年級的平均國語能力測驗與國語學年成績優於幼兒時期「無學習英語」的學童；(二)幼兒時期「有學習英語」與「無學習英語」的學童，其小學四年級的平均國語學習成就表現無明顯差異。 另外，本研究從學童、家長及教師之深度訪談中，彙整出如下意見：(一)雖然幼兒時期英語學習與國語學習在時間上會產生相互排擠的問題，然在學習過程中，二者關係可以為正向或負向，而家長及教師的態度是其主要的中介變項；(二)當英語學習年段早於國語，或太晚學習國語，學童之學習態度較可能受影響；(三)幼兒時期英語學習年數愈長的學童會傾向認為國語的學習較英語難；(四)幼兒時期每週學習英語時數愈多，學習年數愈長，即有可能影響國語學習態度；(五)幼兒時期每週學習英語時數愈多，學習國語的時間相對減少，因此在小學初期，其國語學習成就會較差。然而，此影響會隨著日後學習及使用國語越多(年級越高)而降低。最後，本研究並提出若干建議供教育主管單位、國小教師、幼稚園教師及家長參考。 / This study aims to explore the impact of English learning experience in early childhood on Mandarin learning attitude and achievement at the stage of elementary school. Variables ‘English-learning dummy’ ‘age of English learning’ ‘number of years of learning English’ ‘hours per week in English-learning’ are used as proxies for experience of English learning. Learning attitude in Mandarin is measured in three dimensions (cognition, affection, and behavior), and learning achievement in Mandarin is represented by ‘score’ on Verbal Ability Development Test Battery(VADTB) and ‘academic achievement’ of Mandarin in school(MAA). Questionnaire survey and in-depth interview are concurrently used in this study. The Six hundred and eighty subjects were drawn from six elementary schools in Mucha Area of Taipei City. The other sample, used for in-depth interviews, includes 44 students, 45 parents, and 15 elementary school teachers. The results show that no relationship exists between English learning experience in early childhood and learning attitude at the stage of elementary school. However, some evidence indicates that English learning in early childhood does help Mandarin study at the subsequent stage. Specifically, this study demonstrates that, for the 2nd grade student group, VADTB and MAA scores of students with early childhood’s English learning experience are significantly higher than those students without any childhood English learning experience. In addition, MAA score of students with 2-3 years’ English experience prior to elementary school is significantly higher than those without any English experience. Moreover, the in-depth interviews with students, parents, and teachers indicate as follows: (1) there is a mixed outcomes when estimating the impact of early-childhood English learning on Mandarin learning, depending on teachers and parents’ attitude; (2) if students learn English before Mandarin, or learn Mandarin in later years, their attitude toward Mandarin learning will not be so positive; (3) the longer the students learn English in early childhood, the more they will prefer English. 4) Finally, suggestions are given in the end for policy making and people related.

本研究主要在探討臺北縣、市國民中學新移民子女學習態度與策略及學習成就之指標、內涵與現況，進一步建構預測分析的模式，再依研究結果提出建議。 為達上述目的，本研究係採取文獻分析法及問卷調查法進行研究， ，並以編製之「新移民子女學習態度與策略對學習成就影響問卷」為主要研究工具，以探討不同背景(包含學校所在地、性別、母親、家庭)之新移民子女其學習態度與策略對學習成就之影響；進一步以97學年度臺北縣、市國民中學新移民子女國三學生為實施調查之對象，問卷共計發出600份，回收410 份，有效問卷402份，可用率67%，調查結果應用SPSS12.0統計套裝軟體進行分析，問卷資料以平均數、標準差、t考驗、單因子變異數分析，以及積差相關、多元逐步迴歸分析等統計方法進行處理。並根據研究結果提出具體建議，提供學校行政單位、國中教師及未來研究之參考。 茲針對研究發現，歸納本研究之結論，敘述如下： 一、新移民子女學習態度與策略及學習成就的指標、內涵與現況 (一)新移民子女學習態度與策略包括學習動機、學習興趣、學習習慣、學習方法、學習信心、學習焦慮、學習過程、自我測驗八個向度，其整體、分向度得分均為中程度，其中以自我測驗得分最高。 (二)新移民子女學習成就包括國文領域、作文、英文領域、數學領域、自然領域、社會領域、總成績、PR值、最煩惱的領域、最感興趣的十個向度，其整體、分向度的得分，除PR值分向度為中程度外，其餘皆為中低程度。 二、不同背景變項在新移民子女學習態度與策略及學習成就之差異情形 (一)不同背景變項在新移民子女學習態度與策略的得分方面：研究發現在性別、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在學校所在地、母親國籍上則無顯著差異。 (二)不同背景變項在新移民子女學習成就的得分方面：研究發現在學校、母親教育程度、母親中文程度、家庭學習環境等方面有顯著差異，但在性別、國籍上則無顯著差異。 三、新移民子女學習學習態度與策略及學習成就的相關情形 整體新移民子女學習態度與策略和其整體學習成就間呈現中度正相關，學習成就各分向度中，則以PR值和新移民子女學習態度與策略總量表的相關程度最高。 四、新移民子女學習學習態度各向度對學習成就的預測情形 新移民子女學習態度與策略之學習習慣、學習信心及學習興趣三向度對整體新移民子女學習成就的聯合預測力最佳。 / The purpose of this research is to discuss the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children in Taipei city and Taipei county. According to the document analysis, we provide some suggestion. In order to reach this goal ,literature analysis and the questionnaire survey were used in this research. The samples of students were selected from the third grade of junior high schools with new immigrants’ children. All of the 600 questionnaires were distributed with 410 returned and 8 nullities. With the effective questionnaire of 402, All data had been dealt and analyzed by SPSS for Windows 10.0, descriptive statistics, three-way ANOVA and canonical correlation analysis. and the results obtained as follows: (1) the targets and present situation of learning attitude , strategy and achievement of new immigrants’ children a. the targets of learning attitude and strategy of new immigrants’ children including learning motivations, learning interests, learning habits, learning methods, learning confidence, learning anxiety, learning procedure , self-testing. All items are average and self-testing is the highest. b. Learning achievement including Chinese, writing, English, math, science, society, grades, PR’s value, annoying subject, interesting subject. All items are below average except PR’s value, which is in the average. (2) Different background influence the learning attitude, strategy and achievement of new immigrants’ children a. according to the research, the gender, the educational background of mother, the Chinese degree of mother, learning environment, have significant influence on learning attitude and strategy. b. the educational background of mother, the Chinese degree of mother,the learning environment, have significant influence on learning achievement. (3) Correlated situation between learning attitude , strategy and achievement of new immigrants’ children The whole learning attitude and strategy have positive reference to learning achievement . Among the learning achievement ,PR value is the most significant to attitude and strategy. (4) The forecast of learning attitude to learning achievement Learning habits, learning confidence, and learning interests are the best parts to learning achievement of new immigrants’ children.