適性化數位合作學習對國中身心障礙學生數學學習及社會互動能力之影響

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題名:
適性化數位合作學習對國中身心障礙學生數學學習及社會互動能力之影響
著者: 施佩君; Shih, Pei-Chun
朱慧娟; Chu, Hui-Chuan; 特殊教育學系重度障礙碩士班
主題: 國中身心障礙學生; 數學文字題; 適性化數位合作學習; 數學成就; 數學態度; 社會互動; Junior High Student with Disabilities; Mathematical Word Problems; Adptive Collaborative e-Learning; Mathematics Achievement; Mathematics Attitude; Social Interaction
描述: 本研究旨在探討適性化數位合作學習對國中身心障礙學生在數學成就、數學學習態度與社會互動能力之表現。本研究以國民中學七到九年級40位身心障礙學生為實驗對象，以七年級第一學期數學課程為實驗教材，內容包含整數、分數、代數四則運算三大部份，進行為期二個月教學實驗。本研究以便利取樣之準實驗研究方式進行，將40位學生受試學生分配至實驗組與控制組，分別實施「適性化數位合作學習」及「資源班分組教學」。兩組學生皆接受前測、實驗處理及後測等實驗程序。實驗前及實驗後，分別實施「國中數學文字題測驗」、「數學學習態度量表」與「社會互動評量表」等項，並於實驗結束就實驗組學生進行「合作學習歷程自評表」和「同儕合作學習歷程互評表」，以了解學生的實際使用適性化數位合作學習系統的情形。本研究歸納結果摘要如下：一、不同教學方法在數學學習成效方面1.接受「適性化數位合作學習」的實驗組受試者，在數學文字題得分與列式得分表現上，皆顯著優於接受「資源班分組教學」的控制組受試者。2.接受「適性化數位合作學習」的中分群實驗組受試者，在數學文字題得分與列式得分表現上，皆顯著優於接受「資源班分組教學」的中分群控制組受試者。3.高分群及低分群受試者在數學文字題得分及列式得分表現上，不同教學方式對受試者的數學學習成就未有顯著差異。二、不同教學方法在數學學習態度方面1.兩組高分群受試者在數學學習態度表現未有顯著差異。2.兩組中分群受試者在數學學習態度表現未有顯著差異。3.低分群受試者在數學學習態度中「數學信念」層面的表現上，實驗組（適性化數位合作學習）優於控制組（資源班分組教學）。三、不同教學方法在社會互動能力方面1. 高分群受試者在社會互動量表中「處理衝突」層面的表現上，實驗組（適性化數位合作學習）顯著優於控制組（資源班分組教學）。2. 兩組中分群受試者在社會互動各層面表現上未有顯著差異。3. 低分群學生在社會互動量表中，「社會互動後測得分」及「合作行為」的表現上，實驗組（適性化數位合作學習）顯著優於控制組（資源班分組教學）。四、對適性化數位合作系統態度方面：1. 適性化數位合作學習能有效提升國中身心障礙學生參與小組合作的能力。2. 實驗組學生對適性化數位合作學習系統均抱持著正面的肯定與評價。
The purposes of the study were to investigate the performance of adaptive collaborative e-learning on junior high students with disabilities for mathematics achievement, mathematical learning attitude and the ability of social interaction. The research samples were 40 junior high school students with disabilities from seven to nine grades in this study. The mathematical curriculum of seventh grade in first semester was used for the research included integers, fractions and algebra arithmetic and the experiment was conducted in two months. The study was conducted by using quasi-experimental research methods in order to facilitate sampling. The 40 tested students were assigned to experimental group and control group and received adaptive collaborative e-learning and resource class group teaching respectively. Both groups were participated experimental procedures including pre-test, experimental treatments and post-test. Before and after experiment, the students were conducted by items including "junior high tests in math word problems", "mathematical learning attitude scale" and "social interaction checklist". In the end of experiment, the students of control group were implemented in "collaborative self-assessment of the learning process" and "mutual assessment of peer collaborative learning process" in order to understand the actual use case of adaptive collaborative e-learning system. The results of study were summarized as follows:1. Different teaching methods on mathematical learning performance.(1) For experimental group testers received "adaptive collaborative e-learning", the performance of mathematical word problems score and column score were significantly better than control group testers received "resource class group teaching".(2) For middle score experimental group testers received "adaptive collaborative e-learning", the performance of mathematical word problems score and column score were significantly better than control group testers received "resource class group teaching".(3) For the high score and low score group tester’s performance of mathematical word problems score and column score, there were no significant differences between different teaching methods on tester's mathematical learning achievement.2. Different teaching methods on mathematical learning attitude.(1) There were no significant differences between high score group tester's performance of mathematical learning attitude.(2) There were no significant differences between middle score group tester's performance of mathematical learning attitude.(3) For the low score group tester's performance of "mathematical beliefs" in mathematical learning attitude, the experimental group (adaptive collaborative e-learning) was better than control group (resource class group teaching).3. Different teaching methods on the ability of social interaction.(1) For the high score group tester's performance of "deal with conflict" in social interaction scale, the experimental group (adaptive digital cooperative learning) was significantly better than control group (resource class group teaching).(2) There were no significant differences between middle score group tester's performance of social interaction.(3) For the low score group tester's performance of "social interaction post test scores" and "cooperative behavior" in social interaction scale, the experimental group (adaptive collaborative e-learning) was better than control group (resource class group teaching).4. For the aspect of adaptive collaborative e-learning attitude.(1) adaptive collaborative e-learning could effectively improve the ability of students with disabilities participated in group cooperation.(2) Experimental group students had a positive affirmation and evaluation for adaptive collaborative e-learning system.
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建立日期: 2014
格式: 121 bytes
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語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/5588
資源來源: NUTN IR

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適性化數位合作學習對國中身心障礙學生數學學習及社會互動能力之影響

施佩君; Shih, Pei-Chun 朱慧娟; Chu, Hui-Chuan; 特殊教育學系重度障礙碩士班 2014

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