| 英文摘要 |
Introduction: Explored the effects of PBL and direct teaching models on motor skill performance and learning attitude of students in table-tennis course. Methods: Quasi-experimental design was adopted in the present study. Students of two classes from one private university in Hsinchu were recruited as participants, with one class as PBL group (n = 40), and the other one as direct instruction group (n = 40). The intervention period was 8 weeks, 2 sessions per week, and 50 minute for per session. “Forehand serve accuracy” and “PE class learning attitude inventory” were used for pre- and post- test. Collected data were analyzed by descriptive statistics, independent t-test, and paired t-test. Significant level was set atα = .05. Results: a). After 8-week intervention of different teaching models, PBL group significantly performed better than direct instruction group in forehand serve accuracy (35.23 vs. 30.43), learning motivation (13.33 vs. 12.33), and learning approach (18.28 vs. 17.08) (p<.05). Effect size was about 0.425-0.89. b) After 8-week intervention, PBL group showed significant improvement in forehand serve accuracy (35.23 vs. 28.60), learning motivation (13.13 vs. 12.35), and learning attitude (21.48 vs. 19.88). Effect was about 0.423-1.09. c) After 8-week intervention, direct instruction group showed significant improvement in forehand serve accuracy (30.43 vs. 28.40), learning motivation (12.33 vs. 11.43), learning setting (9.83 vs. 8.90), and learning attitude (20.75 vs. 19.70). Effect size was about 0.29-0.50. Conclusion: PBL could better improve motor skill, learning motivation and learning approach, while the improvement was limited in learning attitude in context and learning attitude. |
