Hsiao-Yu Chou
Postgraduate, Department of Information Management, National Formosa University
E-mail：11361308@nfu.edu.tw
Yu-Feng Lan
Associate Professor, Department of Information Management, National Formosa University
E-mail：yflan@nfu.edu.tw
Abstract
This study investigates the effects of an integrated teaching strategy on elementary students’ learning achievement and attitudes, providing empirical evidence for effective instructional design. A quasi-experimental design was employed, involving sixth-grade students in a four-session teaching intervention. Research instruments included a learning achievement test and a learning attitude questionnaire. Pre- and post-test data were analyzed using SPSS, employing descriptive statistics, reliability analysis (Cronbach’s α), paired-sample t-tests, and correlation analysis to examine changes in learning outcomes and the interrelationships among various dimensions.
The results indicate that following the intervention, students exhibited statistically significant improvements in learning achievement, demonstrating enhanced comprehension of core subject concepts. Regarding learning attitudes, positive shifts were observed in students’ motivation, classroom participation, and self-directed learning willingness, with significant correlations among these dimensions. Furthermore, students’ competencies in group discussion, problem-solving, and classroom interaction demonstrated marked growth, suggesting that the integrated strategy effectively fosters knowledge internalization and practical skill application.
In conclusion, this study recommends that educators integrate interactive and context-oriented strategies into curriculum design to bolster student achievement and engagement. Future research should explore the applicability of such strategies across diverse grade levels and subjects, or conduct longitudinal studies to evaluate the sustainability of learning outcomes. This study provides evidence-based instructional strategies aimed at promoting holistic development and autonomous learning abilities among elementary students.
Keywords：Integrated Teaching Strategy, Learning Effectiveness, Learning Attitude, Quasi-Experimental Design, Paired-Samples t Test