1MENGENALPASTI MASALAH/ FOKUS YANG

DIMINATI

2MENGUMPUL DATA 3

MENGANALISIS DATA/ MEMBENTUK HIPOTESIS

4MERANCANG PELAN

TINDAKAN

5MELAKSANAKAN PELAN

TINDAKAN6MENGUMPUL DATA UNTUK

MENGESAHKAN PERUBAHAN

7MENGANALISIS DAN

MENILAI

8PUTARAN SETERUSNYA

Pelajar tidak melaksanakan Kajian Sejarah Tempatan

(KST).

Hanya menyiapkan sebahagian sahaja.

Meniru hasil kerja rakan lain.

Mengupah atau meminta orang lain melakukan KST.

Tiada pengalaman menyediakan KST.

Meneroka teknik dan pendekatan yang sesuai

digunakan dalam proses membantu pelajar menyiapkan

KST.

Mengenalpati kelebihan dan kelemahan teknik dan

pendekatan dalam proses membantu pelajar menyiapkan

KST.

Temubual

~ Guru sejarah dan pelajar.

Pemerhatian dan catatan guru

~ Pemerhatian dalam kelas.

~ Menyemak dan menganalisis maklumat.

Catatan Murid

~ Pelajar akan mencatat segala aktiviti dan penyelidik

akan

membuat semakan.

KST

~ KST yang dihasilkan akan disemak oleh penyelidik.

Adakah teknik dan pendekatan yang diteroka dapat

membantu pelajar tingkatan satu menyiapkan KST?

Apakah kelebihan dan kelemahan teknik dan pendekatan

yang digunakan dalam proses membantu pelajar tingkatan 1

Bestari menyiapkan KST?

Pelajar dibahagi kepada empat kumpulan kecil

mengikut tahap perkembangan KST.

Setelah proses melaksana pelan tindakan dibuat

seramai tujuh orang dari kumpulan B iaitu kumpulan

yang lemah telah dapat ditempatan ke kumpulan C.

Kumpulan ini diteruskan sehingga mereka berjaya

menyiapkan KST.

Pendekatan yang digunakan adalah efektif.

Membawa perubahan dan inovasi dalam P&P KST.

Mendapat maklumbalas pelajar tentang keberkesanan

teknik dan pendekatan yang digunakan.

Beberapa kelemahan telah dikenalpasti dan

memerlukan perubahan :

~ Waktu P&P yang singkat.

Waktu P&P yang singkat iaitu 30 atau 35 minit menyebabkan

penerangan kepada pelajar untuk KST agak laju.

~ Pelajar mengabaikan buku catatan.

Pelajar lebih menumpukan kepada folio KST sehingga

mengabaikan buku catatan.

Kajian yang dibuat oleh guru tersebut dalam meneroka teknik dan pendekatan yang sesuai dalam proses membantu pelajar dalam menyiapkan KST adalah berjaya dilaksanakan.

by :by :JUI-MEI YIENJUI-MEI YIEN

CHUN-MING HUNGCHUN-MING HUNGGWO-JEN HWANGGWO-JEN HWANGYUEH-CHIAO LINYUEH-CHIAO LIN

This journal is focusing on explore the influence of applying a game based learning approach to nutrition education.

Researches have indicated that healthy eating habits need to be shaped in childhood because unhealthy eating habits NOT ONLY influence the normal growth of students, BUT also the advance chronic diseases. For this assignment purpose we have choose the Model Model StringerStringer as our guideline.

References: The Journal can be found at the TOJET: the Turkish Online Journal Education Technology – April 2011, Volume 10 Issue 2.

The website for e-learning is (http://health.edu.tw/health/portal/about00/index.jsp).

The study adopted a quasi-experimental nonequivalent-control group design. There are TWO types of group:

Learned with computer games

Experimental Group

Learned with the traditional teaching approach, Power Point

Control Group

DESIGNING

COLLECTING DATA

ANALYZING DATA

TAKING ACTION

COMMUNICATING OUTCOME

The researchers find out that the nutrition education has been recognized as crucial factors in promoting good health.

This study attempts to investigate the influences of the game-based learning approach on nutrition cognition improving nutrition attitudes and building the food and drink habits of third graders via computer games provided in the websites.

The research issues are given as follows:-The influences of the game-based learning approach on the students’ learning achievements in the nutrition course.

The influences of the game-based learning approach on students’ learning attitudes toward the nutrition course.

The influences of the game-based learning approach on the food and drinks habits of students.

The influences of the game-based learning approach on student

Students’ feedback regarding the game-based learning approach for nutrition education.

The participants in this study are sixty-six third graders in two class of and elementary school in southern Taiwan.

One of the classes was assigned to be experimental group and the others were appointed to be control group.

In order to AVOID influences caused by different instruction, the two classes were taught by the same instructors.

Both the experimental group and the control group had thirty-three students, including eighteen males and fifteen females.

This study lasted for four weeks and each week included one nutrition education class.

The nutrition education for the two groups as the same, but the experimental group was taught via computer game-based instruction while the control group was instructed with multimedia Power Point.

Questionnaire are been used to measure the students learning attitudes towards the nutrition course.

After get the feedback from the student. The data will be analyzed to get the result. The results are:

The learning achievements between the two group were significantly different (F=20.01, p<.001). The adjustment mean of the experimental group was 17.39 while the control group was 14.64.

Learning Achievements

The learning achievements between the two groups were not significantly different (F=.19, p=.66, p>.05) after the influences of the nutrition knowledge pretest scores were excluded. The adjustedmean for the experimental group was 88.98 whereas the adjustedmean for control group was 88.36.

Learning Attitudes

Learning achievements between two groups were significantlydifferent (F=4.17, p=.0.5, p<0.05). The adjusted mean of the experimental group was 89.28 whereas that of the control group was 86.05.

Foods and Drinks

There were no signification differences in genders.

Learning Achievements between Genders

Survey are conducted in 4 parts- survey of teaching viewpoints on computers game-based learning, influences of computer games on attitudes towards nutrition, influences of computer games on food and drink habits and viewpoints on computer game-based learning.

Feedback on the Game-based Learning Approach

It is found that the learning achievements of the experimental group was significantly higher than that of the control group, showing that the computer game-based instruction can effectively promote students’ nutrition knowledge.

Learning Achievements

The score of the experimental group was higher than the control group,but there were n significant differences between the two. Computer game- based instruction was not shown to enhance the nutrition attitudes of the students any more than the multimedia Power Point instruction.

Learning Attitudes

The learning achievement of the experimental group was better than that of the control group, showing that computer game- based instruction can efficiently enhance students food and drinks habits.

Foods and Drinks

It is found that there is no significant differences between genders in terms of the three aspects, implying that the game based learning approach is helpful to both genders in improving their learning achievements and learning attitudes.

Learning Achievements between Genders

Survey of teaching viewpoints on computers game-based learning- showing highly confirms the influences of computers games on nutrition knowledge learning.

Feedback on the Game-based Learning Approach

Influences of computer games on attitudes towards nutrition- indicating that students are positive towards the influences of computer games on nutrition attitudes.

Influences of computer games on food and drink habits- students hold positives views towards the influences of computer games on food and drinks habits.

Viewpoints on computer game-based learning- this suggests that the students confirm the influences of computer games on their food and drinks habits and hope to apply game based learning to other subjects.

It is expected that the innovation approach not only improves the students’ nutrition knowledge, but also fosters their food and drink habits in their daily lives. In addition to the nutrition courses, this approach can be applied to other courses in future.