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題名 Effect of knowledge building pedagogy on student` reading comprehension
作者 Wang, Chinghua
貢獻者 教育系
關鍵詞 Education; Control groups; Data-sources; Experimental groups; Independent samples t tests; Knowledge building; PIRLS; Reading comprehension; Reading literacies; Students
日期 2015-12
上傳時間 10-Aug-2017 15:17:45 (UTC+8)
摘要 The purpose of this study was to investigate the effects of knowledge building pedagogy on grade4 students` reading comprehension. Data sources mainly came from experimental group and control group` average scores on PIRLS (Progress in International Reading Literacy Study). and data analysis was done by using an independent-samples t-test to compare average PIRLS` scores between the experimental group and the control group. The results are as follows: Experimental group and control group` PIRLS scores significantly increased in eighteen weeks and there was a statistically significant in that the experimental group outperformed the control group in terms of the pre-post increased PIRLS scores.
關聯 Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 79-84
23rd International Conference on Computers in Education, ICCE 2015; Hangzhou; China; 30 November 2015 到 4 December 2015; 代碼 122192
資料類型 conference
dc.contributor 教育系zh_Tw
dc.creator (作者) Wang, Chinghuaen_US
dc.date (日期) 2015-12en_US
dc.date.accessioned 10-Aug-2017 15:17:45 (UTC+8)-
dc.date.available 10-Aug-2017 15:17:45 (UTC+8)-
dc.date.issued (上傳時間) 10-Aug-2017 15:17:45 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/111911-
dc.description.abstract (摘要) The purpose of this study was to investigate the effects of knowledge building pedagogy on grade4 students` reading comprehension. Data sources mainly came from experimental group and control group` average scores on PIRLS (Progress in International Reading Literacy Study). and data analysis was done by using an independent-samples t-test to compare average PIRLS` scores between the experimental group and the control group. The results are as follows: Experimental group and control group` PIRLS scores significantly increased in eighteen weeks and there was a statistically significant in that the experimental group outperformed the control group in terms of the pre-post increased PIRLS scores.en_US
dc.format.extent 177 bytes-
dc.format.mimetype text/html-
dc.relation (關聯) Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 79-84en_US
dc.relation (關聯) 23rd International Conference on Computers in Education, ICCE 2015; Hangzhou; China; 30 November 2015 到 4 December 2015; 代碼 122192en_US
dc.subject (關鍵詞) Education; Control groups; Data-sources; Experimental groups; Independent samples t tests; Knowledge building; PIRLS; Reading comprehension; Reading literacies; Studentsen_US
dc.title (題名) Effect of knowledge building pedagogy on student` reading comprehensionen_US
dc.type (資料類型) conference