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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/87121

    Title: 同儕互評分組機制對於國中八年級生寫作表現與動機之影響
    Other Titles: The impact of peer-assessment on the 8th grade students' mandarin composition performance and motivation
    Authors: 呂曉惠;Lu, Hsiao-Hui
    Contributors: 淡江大學教育科技學系數位學習在職專班
    吳純萍;Wu, Chun-ping
    Keywords: 同儕互評;寫作表現;寫作動機;Peer assessment;Writing Performance;Writing Motivation
    Date: 2013
    Issue Date: 2013-04-13 10:41:45 (UTC+8)
    Abstract: 本研究旨在探究小組同儕互評融入國中寫作教學領域,對八年級學生寫作表現及寫作動機的影響。
    The study aimed to integrate the strategy of peer-assessment, using different grouping methods, into Mandarin composition lessons and explored its impact on enhancing students’ writing performance and motivation. A nonequivalent pre-and-posttest quasi-experimental design was implemented. Sixty-four 8th grade junior high students from two classes in Hsinchu County were recruited and randomly assigned to two intervention conditions. The subjects assigned to the first intervention condition worked in the heterogeneous groups during the peer-assessment activity; while the subjects in the second intervention worked in the homogeneous groups.The whole experiment lasted for 9 weeks, with a total of 405 minutes. Both of the subjects’ writing performance and motivation toward writing were measured by validated instrument. ANCOVA was performed.The results showed that the subjects working in the heterogeneous groups performed significantly better than those working in the homogeneous groups in their writing, especially in the aspects of selection of materials and topics,organization and rules. However, no significant differences between the two groups in their writing motivation were found .The implications and suggestions for teachers and future research were discussed.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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