| dc.description.abstract | This research examined how the C3 inquiry arc and IDM course design jointly improve learning abilities, learning motivation, problem-solving abilities, and other relevant skills pertaining to social studies among sixth graders. This study had a quasi-experimental design in which quantitative data were primarily collected and analyzed, and qualitative data were collected as supplementary information. Participants were four sixth-grade students in an elementary school in Tao Yuan City.
Different teaching activities were implemented for the treatment and control groups for a total of 12 lessons. Statistical analysis was performed on the data collected through the survey “learning for mid-term and final exams,” the ARCS Learning Motivation Scale, and the test on problem-solving skills. In addition, the contents of the IDM course discussion sheet and worksheet were analyzed. The following research findings were obtained: (1) Students in both groups showed great progress in their academic performance, and no significant difference was observed. (2) In terms of learning motivation, the IDM course design improved the four aspects of in-class performance, namely attention, relevance, confidence, and satisfaction. (3) In terms of performance in the problem-solving test, the students in both groups did not show significant differences in identifying solutions and applying strategies; however, the results of the Johnson-Neyman method indicated that the IDM course could effectively improve the performance of low-achievers. Furthermore, with the experimental course instruction, the students in the treatment group demonstrated better ability in collecting information, evaluating the effectiveness of problem-solving plans, and conducting evaluation than the students in the control group, and the difference reached statistical significance. (4) In terms of classroom performance, guidance from teachers and task assignments involving a large amount of data enhanced students’ ability to generate arguments to support their own perspective. | en_US |