Using a quasi-experimental research method, the study aimed to explore influences of the learning outcomes of students who had enrolled in the Financial Market course of a University of Technology. In addition to comparing the results of different teaching strategies in academic achievement tests of students, this study employed questionnaire to collect the students’ viewpoints in the course adopting MAPS teaching strategies, which including Mind Mapping, Asking Questions, Presentation and Scaffolding Instruction methods. Furthermore, through the researcher’s observation, reflection notes, and student learning feedbacks, this study explored the influences on learning outcomes of undergraduate students. The results showed that: Although there was no significant influence on academic performance between experimental group and control group students, experimental group students showed significant differences in all four dimensions of questionnaire, including learning motivation and attitude, peer interaction and cooperation, learning objectives and contents, and teaching design and strategy. According to qualitative data, it showed that Asking Questions and Scaffolding Instruction could enhance students’ participation, and motivation & attitude of active learning, and Mind Mapping & Presentation could assist students to strengthen the knowledge construction of professional knowledge and cultivate teamwork and communication skills. Last, based on the research result, the researcher reflects on teaching problems and provides suggestions for future teaching practice in the classroom.
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