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題 名 | 同儕互動回饋策略對棒球打擊能力低學生學習成效與學習動機之研究=The Effects of Peer Interpersonal Feedbacks on the Achievement and Motivation of Low Ability Students on Baseball Swing Performance |
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作 者 | 陳榮章; 王琦正; 駱俊霖; | 書刊名 | 臺南科技大學通識教育學刊 |
卷 期 | 9 2010.04[民99.04] |
頁 次 | 頁63-74 |
分類號 | 523.37 |
關鍵詞 | 同儕互動回饋; 教師口語回饋; 自我控制回饋; 棒球; Peer interpersonal feedback; Teacher feedback; Self-controlled feedback; Baseball; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究的主要目的是在:探討同儕互動回饋策略對打擊能力低的學生在棒球打擊學習成效與學習動機之影響。本研究以健體學習領域第三階段國中學生全校八個班每班大約30人,共240人全部學生爲受試對象。本研究採立意取樣,僅選取棒球打擊前測低能力的學生120人進行資料分析。本研究以隨機分派方式,將受試者分別接受教師口語回饋、同儕互動回饋及自我控制回饋等三種不同實驗組處理。資料蒐集後,以單因子共變數進行分析,並以LSD統計法進行事後比較,結果並得到以下結論:一、同儕互動回饋組與教師口語回饋組的棒球學習成效測驗成績對打擊能力低的學生而言,皆顯著的優於自我控制回饋組。然而,同儕互動回饋組與教師口語回饋組的棒球學習成效並無顯著性差異。二、在學習動機方面,同儕互動回饋高於教師口語回饋組及自我控制回饋組,然而,教師口語回饋組與自我控制回饋組並無顯著性差異。顯示對棒球打擊能力低的學生而言,同儕互動回饋的方式在學習動機上具有正面的效果。同儕互動回饋對棒球打擊能力低的學生無論在學習的效益及學習動機上皆發揮學習的效果,值得供未來體育教師參考。 |
英文摘要 | The parposes of this study were: to examine the effects of peer interpersonal feedbacks on the achievement and motivation of low ability students on baseball swing. The participants of the study were 240 male and female junior high school from eight classes of physical activities program. According to the data analyzing, 120 of those students were chosen, who have baseball swing results in the pre-test and don't attain the standard-50% in testing results. Methods: An experimental method with a random selection, three treatments were the peer interpersonal feedback, the teacher feedback and self-controlled feedback. The data was analyzed by one-way ANCOVA and a following up test by LSD. Results: 1. The results indicated that of peer interpersonal feedback and teacher feedback obviously was a significant higher than that of the self-controlled feedback. However, the peer interpersonal feedback condition was not significantly different from the teacher feedback condition. 2. The achievement motivation of the peer interpersonal feedback obviously was higher than that of the teacher feedback and self-controlled feedback. In addition, the teacher feedback condition was not significantly different from the self-controlled feedback condition. Conclusions: The peer interpersonal feedback was one of benefits for low ability students and also in the achievement motivation during the baseball swing skill learning setting. The implications for peer interpersonal feedback use of motivation strategies for physical abilities program and future research were discussed. |
本系統中英文摘要資訊取自各篇刊載內容。