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The Effect of TGfU on Table Tennis Learning Motivation and Games Performance for Elementary School Students
在學習動機方面，專注力(t =-4.33, p< .05)達顯著差異，切身相關(t =-1.01, p> .05)未達顯著差異，自信心(t =-4.36, p< .05)達顯著差異，
滿足感(t =-2.28, p< .05)達顯著差異，整體學習動機(t =-4.23, p< .05)達顯著差異，學童的學習動機在教學後有顯著的進步；在比賽表現方面，比賽表現(t =-35.33, p< .05)達顯著差異，學童的比賽表現在教學後有顯著的進步；大多數學童對於理解式球類教學法的桌球課程感興趣，能更加專注的學習，也能在學習過程中，增加自己的自信心與滿足感，而在比賽表現上，則有良好的發揮。|
The purpose of this study was to investigate the effect of TGfU in table tennis learning motivation on student’s attention, relevance, confidence,satisfaction and game performance. The participants were twenty-six 6th graders (Boys = 15; Girls = 11) at elementary school of Taipei city. The TGfU were implemented for twelve lessons in 6 weeks, 40minutes per lesson. In the collection and analysis of quantitative data, ARCS learning motivational scale and GPAI were used. These data were analyzed by dependent sample t test of SPSS22.0 to compare the pre-tests with post-tests. In the collection and analysis of qualitative data, videotaping, teacher’s teaching and interviews of teachers and students were employed. The data was analyzed by constant comparison method. The results showed: In terms of learning motivation, attention (t=-4.33, p< .05) achieved significant differences, relevance (t=-1.01, p> .05) didn’t achieve significant difference, confidence (t=-4.36, p< .05) achieved significant differences, satisfaction (t=-2.28, p< .05) achieved significant differences,and learning motivation (t=-4.23, p< .05) achieved significant differences. Student's learning motivation was significantly improved after teaching. In terms of game performance, game performance (t=-35.33, p< .05) achieved significant differences. Student's game performance was significant improved after teaching. Majority of students were interested in table tennis course of TGfU, more focused in learning, significantly increase their self-confidence and satisfaction in the learning process. Their performance in the game was improved as well.
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