英文摘要 |
The aim of this study was to explore the effects of learning motivation and learning outcome on integrating board games into Minnan native language curriculum of the fourth-grade programs in an elementary school. The research subjects were 21 students as the experimental group and 18 students as the control group of two fourth grade classes in an elementary school in Tainan city. The experimental group received a weekly 40-minute board game in the native language (Minnan). Total courses were for nine weeks. Data were collected and analyzed by SPSS for Windows. Statistic methods included descriptive statistics, independent t-test, and one-way ANOVA. In addition, this study was designed with feedback forms and semi-structured interviews. The researchers randomly selected three boys and three girls who were willing to be interviewed. The results of the study were as follows: (1) The integration of board games into the native language curriculum has an immediate impact on the ''value components'' of the learning motivation for the fourth-grade students. (2) The integration of board games into the native language has a deferred influence on the ''value components'' and ''expectancy components'' of the learning motivation for the fourth-grade students. (3) The integration of board games into the native language has no significant differences in the learning outcome of the fourth-grade students. (4) According to the analysis of qualitative data, it showed that the students expressed positive attitudes towards the curriculum and had improved their learning motivation and outcomes of native language learning. According to the findings, we proposed some suggestions for the implications and future researches. |