Abstract
We employed a quasi-experimental method to investigate the effect of creative instruction on academic performance of mould manufacturing in vocational and technological students at Taiwan. Thirty-eight participants were evenly distributed between an experimental group with creative instruction (n=19) and a control group with general instruction (n=19). This study employed a Kruskal-Wallis technique. Results demonstrate that (1) there is no striking effect of creative instruction on cognition in mould manufacturing courses; (2) for technological skills, the scores from the creative instruction were higher than those from the general instruction in mould manufacturing courses; (3) there is significant effect of creative instruction on learning attitude in mould manufacturing courses.
| Original language | English |
|---|---|
| Article number | 6201085 |
| Journal | IEEE Global Engineering Education Conference, EDUCON |
| DOIs | |
| Publication status | Published - 2012 Jul 27 |
| Event | 2012 IEEE Global Engineering Education Conference, EDUCON 2012 - Marrakech, Morocco Duration: 2012 Apr 17 → 2012 Apr 20 |
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All Science Journal Classification (ASJC) codes
- Information Systems and Management
- Engineering(all)
- Education
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The effect of creative instruction on academic performance for mould manufacturing courses. / Chen, Dyi Cheng; Lai, Bao Yan; Lee, Ching Yi; Lai, Guan Ying.
In: IEEE Global Engineering Education Conference, EDUCON, 27.07.2012.Research output: Contribution to journal › Conference article
TY - JOUR
T1 - The effect of creative instruction on academic performance for mould manufacturing courses
AU - Chen, Dyi Cheng
AU - Lai, Bao Yan
AU - Lee, Ching Yi
AU - Lai, Guan Ying
PY - 2012/7/27
Y1 - 2012/7/27
N2 - We employed a quasi-experimental method to investigate the effect of creative instruction on academic performance of mould manufacturing in vocational and technological students at Taiwan. Thirty-eight participants were evenly distributed between an experimental group with creative instruction (n=19) and a control group with general instruction (n=19). This study employed a Kruskal-Wallis technique. Results demonstrate that (1) there is no striking effect of creative instruction on cognition in mould manufacturing courses; (2) for technological skills, the scores from the creative instruction were higher than those from the general instruction in mould manufacturing courses; (3) there is significant effect of creative instruction on learning attitude in mould manufacturing courses.
AB - We employed a quasi-experimental method to investigate the effect of creative instruction on academic performance of mould manufacturing in vocational and technological students at Taiwan. Thirty-eight participants were evenly distributed between an experimental group with creative instruction (n=19) and a control group with general instruction (n=19). This study employed a Kruskal-Wallis technique. Results demonstrate that (1) there is no striking effect of creative instruction on cognition in mould manufacturing courses; (2) for technological skills, the scores from the creative instruction were higher than those from the general instruction in mould manufacturing courses; (3) there is significant effect of creative instruction on learning attitude in mould manufacturing courses.
UR - http://www.scopus.com/inward/record.url?scp=84864127965&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84864127965&partnerID=8YFLogxK
U2 - 10.1109/EDUCON.2012.6201085
DO - 10.1109/EDUCON.2012.6201085
M3 - Conference article
AN - SCOPUS:84864127965
JO - IEEE Global Engineering Education Conference, EDUCON
JF - IEEE Global Engineering Education Conference, EDUCON
SN - 2165-9559
M1 - 6201085
ER -