Title page for etd-0511114-130418


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URN etd-0511114-130418
Author Ming-yeh Hsieh
Author's Email Address No Public.
Statistics This thesis had been viewed 5365 times. Download 600 times.
Department Education
Year 2013
Semester 2
Degree Master
Type of Document
Language zh-TW.Big5 Chinese
Title The Effects of A Experiential-Learning-Infused English Class on Learning Motivation and Academic Achievement of Senior High School Students
Date of Defense 2014-04-24
Page Count 86
Keyword
  • Learning Motivation
  • Reflection
  • Experiential Learning
  • Remote Area
  • Abstract This research aims to explore the effect of experiential learning infusing on English class of senior high school to raise the students’ English learning motivation, and make them apply the knowledge which they learned in their life by reflection. The researcher works in the senior high school, which is the remote area school, and most of the students of this school lack motivation to learn English. Hence this study aims to find out the effect of the students’ learning motivation and academic achievement by experiential learning teaching method.
    Two intact first grade classes from Liou-Guei Senior High School took part in this quasi-experimental study. One class students were taught with Experiential-Learning –Integrated in English class (experimental group). The other one were taught by didactic teaching (control group). An ANCOVA was used for data analysis, with pretest and posttest of first exam, final exam, Learning Engagement Scale, and Learning Satisfaction Scale. Results indicate that the learning motivation of experimental group performed significantly better than control group, but the learning satisfaction didn’t. On the final exam, scores of experimental group and control group were improved, but experimental group and control group didn’t have significant difference.
    Advisory Committee
  • Fang Der-long - chair
  • Hsueh-hua Chuang - co-chair
  • Cheng Ying-Yao - advisor
  • Files
  • etd-0511114-130418.pdf
  • Indicate in-campus at 0 year and off-campus access at 2 year.
    Date of Submission 2014-06-11

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