This study aims to conduct experimental research on the impact of the application of positive instruction in the ‘‘Maker Project Practice’’ courses of vocational high schools on the students’ learning outcome. By purposive sampling, 80 juniors taking the ‘‘Maker Project Practice’’ course in two classes of the Department of Automotive Technology in a vocational high school in southern Taiwan were selected as subjects. They participated in the ‘‘fuel saving Maker Project Practice’’ activities during the period of one academic year. Regarding activity design, positive instruction was adopted as the learning strategy, and a ‘‘Maker Project Practice’’ course on fuel saving was implemented with students as the subjects. The ‘‘Quasi-experimental design’’ was adopted, and pretest and post-test were carried out on the experimental group and the control group. In the experimental treatment, the experimental group received the intervention of positive instruction in the ‘‘Maker Project Practice’’ course, while the control group did not receive any experimental treatment. In addition, by reorganizing the statistical analysis of the quantitative questionnaire and qualitative triangulation result, this study determined the following learning outcome conclusions: (1) the application of positive instruction in the ‘‘Maker Project Practice’’ course has significantly positive influence on students’ ‘‘flow experience’’; (2) the application of positive instruction in the ‘‘Maker Project Practice’’ course has significantly positive influence on students’ ‘‘auto fuel saving literacy’’. Thereby, this study puts forward suggestions for teaching and future related research. © 2020 TEMPUS Publications.
Author Keywords
Index Keywords
