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The influence of open innovative teaching approach toward student satisfaction: a case of Si-Men Primary School

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  • Ping-Chang Lee
  • Cheng-Ta Lin
  • Hsin-Hong Kang

Abstract

This study intends to explore the influence of innovative teaching approach toward attitude, knowledge acquisition, intention, and learning satisfaction. The innovative teaching approach combines external resources to design interesting and interactive curriculums for stimulating students’ imagination, cultivating the ability of problem solving, and facilitating independent thinking. We adopted the concepts of open innovation and technology acceptance model to develop our framework. A total of 109 questionnaires were filled out by sixth grade students, who have complete the curriculum, in Si-Men Primary school, with 109 valid responses returned. At first, we found that the open innovative teaching approach appeared to have a positive influence on students’ learning attitude and knowledge acquisition. Second, better learning attitudes and knowledge acquisition had positive influence on learning intention. Third, learning intention increased student satisfaction of learning. In addition, we also verified the attitude and knowledge acquisition played as mediator between open innovative teaching approach and learning intention. Therefore, we believe that interesting and interactive approaches may foster a stronger motivation to learn new skills, acquire knowledge and increase student learning satisfaction. Copyright Springer Science+Business Media Dordrecht 2016

Suggested Citation

  • Ping-Chang Lee & Cheng-Ta Lin & Hsin-Hong Kang, 2016. "The influence of open innovative teaching approach toward student satisfaction: a case of Si-Men Primary School," Quality & Quantity: International Journal of Methodology, Springer, vol. 50(2), pages 491-507, March.
    • Handle: RePEc:spr:qualqt:v:50:y:2016:i:2:p:491-507
    DOI: 10.1007/s11135-015-0160-x
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    Cited by:

    1. Cheng-Ta Lin, 2022. "The key elements for being excellent teachers: a case study of Her-Herng Primary School," Quality & Quantity: International Journal of Methodology, Springer, vol. 56(4), pages 2265-2279, August.
    2. Peijie Jiang & Tommy Tanu Wijaya & Mailizar Mailizar & Zulfah Zulfah & Astuti Astuti, 2022. "How Micro-Lectures Improve Learning Satisfaction and Achievement: A Combination of ECM and Extension of TAM Models," Mathematics, MDPI, vol. 10(19), pages 1-19, September.

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