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.
|期刊||IEEE Global Engineering Education Conference, EDUCON|
|出版狀態||Published - 2012 七月 27|
|事件||2012 IEEE Global Engineering Education Conference, EDUCON 2012 - Marrakech, Morocco|
持續時間: 2012 四月 17 → 2012 四月 20
All Science Journal Classification (ASJC) codes
- Information Systems and Management