電腦輔助教學對國小六年級學童代數領域學習成效之研究

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題名:
電腦輔助教學對國小六年級學童代數領域學習成效之研究
著者: 陳宗鋌; Chen, Tsung-ting
葉啟村; Chi-tsun Yeh; 應用數學研究所碩士班
主題: 代數概念; 電腦輔助教學; 學習成效; 數學態度; Conception of Algebra; Computer Assisted Instruction; Learning Effects; Mathematics Attitude
描述: 本研究主要目的在探討電腦輔助教學對國小六年級學童代數領域的學習成效。本研究採準實驗研究法，選取國小六年級兩班共六十位學童為樣本進行兩週共8節課的教學實驗。其中一班為實驗組，實施電腦輔助教學；另一班為控制組，實施傳統教學。本研究採質、量並重方式，藉由代數學習成就測驗，以單因子共變數分析、描述性統計進行量化分析；再透過半結構式晤談方法比較不同程度學童的解題表現，作為學童解題的質性分析，並採用問卷調查31位研究樣本對電腦輔助教學的學習態度。分析研究資料後，發現以下的結果：一、實驗組學童在「用文字符號列式並代入給定的值」、「列出等式」、「能運用等量公理解決含未知數的四則運算問題」和「能利用等量公理解決具體情境中含未知數的文字題並驗算答案的合理性」四個向度的表現均顯著優於控制組的學生。二、實驗組的代數學習成就測驗試題成績顯著高於控制組。三、透過電腦輔助教學後，實驗組不同程度學童在代數學習成就測驗的解題表現，大部分高分組和中分組學童都能順利解題，但低分組學童則因為忘記括號、不了解題意或粗心而無法順利解題。四、實驗組之中分組和低分組的代數學習成就測驗試題成績顯著高於對照組之中分組和低分組，但兩組之高分組間的比較則未達顯著差異。五、實驗組男童與女童的代數學習成就測驗試題成績未達顯著差異。六、實驗組學童對本研究之電腦輔助教學內容持肯定的態度，並且願意再利用電腦學習別的單元。
The purpose of this study was to understand the effects of Computer Assisted Instruction (CAI) to algebra field on the sixth grade students. This study adopted quasi-experimental method. Two sixth grade classes for a total of 62 students are the samples. One of the classes is the experimental group to process the CAI, and the other class serve as the control group to process traditional instruction. Both quantitative and qualitative methods were applied to collect and analyze the data. In order to investigate the students’ learning effects, the researcher carried on quantitative analysis with one-way ANCOVA and descriptive approach for the post-test of the learning achievement of algebra, and semi-structured interview was adopted to analyze the performance of the problem-solving among the different levels of mathematical ability students as the supporting information. Questionnaires were distributed to 31 subjects to examine their learning responses to the CAI.The researcher analyzed the data and obtained findings in the following:1. The performance of the experimental group is significantly better than the control one in the subscales of “using word sign to make equation and replace with specific value”, “formulating equation”, “using Equality Axiom to solve four arithmetic operational questions of an unknown number” and “using Equality Axiom to solve questions of an unknown number in the real-world situations and examine the rationality of the answer” in the post-test of the learning achievement of algebra.2. The performance of the experimental group is significantly better than the control one in the post-test of the learning achievement of algebra.3. In the experimental group, most higher and medium achievement students could solve problems successfully, but the lower achievement students could not solve problems because they forgot to use the bracket, calculated uncarefully, or could not comprehend the meaning of the questions.4. The performance of the medium and lower achievement students in the experimental group are significantly better than those in the control group in the post-test of the learning achievement of algebra, but there is no significantly different between the higher achievement students in the experimental group and those in the control one.5. In the experimental group, there are no significantly different between the boys’ and girls’ post-test of the learning achievement of algebra.6. All subjects showed positive attitude toward CAI of this study, and were willing to use CAI to learn about other units.
碩士
建立日期: 2012
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/1244
資源來源: NUTN IR

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電腦輔助教學對國小六年級學童代數領域學習成效之研究

陳宗鋌; Chen, Tsung-ting 葉啟村; Chi-tsun Yeh; 應用數學研究所碩士班 2012

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