運用平板即時反饋系統於國小四年級數學科分數單元教學
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2015
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本研究探討運用平板電腦即時反饋系統（IRS）對國小四年級學生學習數學分數之影響。研究方法採準實驗研究法，參與者為二個班的國小四年級兩個班及共51個學生，分為實驗組（即時反饋系統組）25人及控制組（傳統教學組）26人，實施為期一週共四節課的實驗教學。資料蒐集包括數學科學習成就測驗及數學學習態度問卷。研究結果發現：（1）兩組在學習成就測驗後測未達顯著性差異，顯示運用平板即時反饋系統學習分數，對學生學習成就未造成影響。（2）兩組女生在學習成就測驗後測達顯著性差異，顯示運用平板即時反饋系統學習分數，對女生學科成就造成影響。（3）實驗組與控制組在數學學習態度問卷的四個向度均達顯著性差異，顯示運用即時反饋系統進行分數教學有效提昇學生的數學學習態度。
This study investigated the effects of applying tablet Interactive Response System (IRS) to teach fourth grader fraction of mathematics. The Quasi-Experimental Design was implemented in this study. Two classes totally fifty-one 4th grade elementary school students participated in this study. One class with twenty-five students served as the experimental group (using IRS), and the other class with twenty-six students served as the control group (using traditional method). The experiment was given totally 4 periods in a week. Data collection including the scores of fraction achievement test and mathematics learning attitude questionnaire. This results showed that applying tablet IRS to teach fraction of mathematics: (1) had no significant effects on students’ learning achievement, (2) had positive effects on girl’s learning achievement, and (3) promoted students’ willingness to learn mathematics.
This study investigated the effects of applying tablet Interactive Response System (IRS) to teach fourth grader fraction of mathematics. The Quasi-Experimental Design was implemented in this study. Two classes totally fifty-one 4th grade elementary school students participated in this study. One class with twenty-five students served as the experimental group (using IRS), and the other class with twenty-six students served as the control group (using traditional method). The experiment was given totally 4 periods in a week. Data collection including the scores of fraction achievement test and mathematics learning attitude questionnaire. This results showed that applying tablet IRS to teach fraction of mathematics: (1) had no significant effects on students’ learning achievement, (2) had positive effects on girl’s learning achievement, and (3) promoted students’ willingness to learn mathematics.
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即時反饋系統, 國小數學, 分數, 平板電腦, IRS, Mathematics, Elementary school, Fraction, Tablet