互動式電子白板融入教學對國小學童英語學習態度與學習成效之研究

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題名:
互動式電子白板融入教學對國小學童英語學習態度與學習成效之研究
著者: 林鶴原; Lin, Hao-yuan
孫光天; none; 數位學習科技學系碩士在職專班
主題: 學習成效; 英語領域; 互動式電子白板融入教學; 互動式電子白板; 學習態度; 國小學童; learning effects; English teaching; instruction aided by interactive whiteboard; interactive whiteboard (IWB); learning attitude; elementary school students
描述: 本研究主要目的在探討互動式電子白板融入英語領域教學對學生英語領域學習成效及學習態度的影響。本研究採準實驗研究法，以不等組前、後測設計、問卷調查及訪談進行研究。研究樣本取自研究者服務學校台南縣某國小，中、高年級共十六個班，每個年級分別有四個班，共422 名學生。各年級分別以兩班為實驗組採用互動式電子白板融入的教學方式，另兩班為控制組採用一般傳統教學方式。實驗教學前後實施學習成效前後測，以分析瞭解兩組學生的學習成效。實驗教學期間，對實驗組實施三次學習態度問卷調查，以分析瞭解實驗組學生對互動式電子白板融入英語領域教學的學習態度。接著再針對實驗組學生的學習成效與學習態度的相關性做探討。最後對兩位實施實驗教學的英語教師與實驗組學生進行實施互動式電子白板融入英語領域教學的訪談，以分析瞭解教師和實驗組學生對這種教學方式的想法和意見。根據研究結果，研究者所得結論有下列六項：一、實驗組學生的學習成效顯著優於控制組的學生。二、實驗組中，不同年段、性別、能力水準學生之間的學習成效無顯著差異。三、實驗組學生在初期、中期與後期的學習態度無顯著差異。四、實驗組中，不同年段、性別、能力水準學生之間的學習態度無顯著差異。五、實驗組中，學生的學習成效與學習態度有顯著的極高度相關。六、實驗教學的教師對互動式電子白板融入教學的方式都持正面肯定的態度，認為這樣的教學方式可以增進學生的學習效果，提升學生的學習態度。實驗組的學生，大部分認為這種教學方式，對他們學習英語有正面的影響，可增加師生互動，英語成績進步。少部份認為互動式電子白板不易操作、無法有效地吸收瞭解課程的內容，以致於學習態度低落，學習成效降低。
The purpose of this study is to investigate students’ learning effectiveness and attitudestowards English instruction assisted by interactive whiteboard. A quasi-experiment wasconducted on 422 participants from sixteen classes ranged from grade 3 to 6 to gather datathrough questionnaire surveys and interviews at an Elementary School in Tainan County.While two out of four classes from each grade were randomly selected as experimental groupsto practice teaching aided by interactive whiteboard, the rest two classes were assigned ascontrol groups in which conventional instruction was employed. The research procedure firstinvolved a pretest and posttest given respectively to students before and after instruction toanalyze learning effectiveness of both groups. There were also three questionnairesadministered during the experiment to explore students’ learning attitudes towards the use ofinteractive whiteboard in English classes. Then, the collected data were further analyzed toexamine the correlation between leaning effectiveness and attitudes. Finally, the researcherinterviewed both English teachers for their perspectives on the usage of interactivewhiteboard. Results indicated as follows.1. The learning effectiveness of the experimental groups was significantly higher than thatof the control groups.2. No significant differences were found in learning effectiveness from the experimentalgroups regardless of participants’ grade years, genders, and academic performances.3. No significant differences were found in learning attitudes among students from theexperimental groups at the initial, middle, and later stages of the study.4. No significant differences were found in learning attitudes from the experimental groupsregardless of participants’ grade years, genders, and academic performances.5. There was an extremely high correlation between learning effectiveness and learningattitudes in the experimental groups.6. The two English teachers had positive attitudes towards the use of interactive whiteboardand believed that such equipment improves students’ learning effectiveness and attitudes.Most students’ feedbacks also demonstrated positive influence on English learning,increasing interactions between teachers and students, and improvement of their Englishgrades. However, few students had difficulty to operate interactive whiteboard andtherefore could not understand course content efficiently, which led to negative learningattitude and disappointing learning effects.
碩士
建立日期: 2010
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2255
資源來源: NUTN IR

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互動式電子白板融入教學對國小學童英語學習態度與學習成效之研究

林鶴原; Lin, Hao-yuan 孫光天; none; 數位學習科技學系碩士在職專班 2010

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