有無回覆回饋與不同先備知識對中學學生進行多點觸控支援合作設計式學習成效之影響

Abstract

本研究旨在探討多點觸控支援合作設計式學習（Multi-touch Enhanced Collaborative Design-based Learning, M-T CDBL）活動中，學生的數學學習成就、對數學的態度、以及合作技巧是否會因為在組間同儕評量過程有無使用回覆回饋（back-feedback）和不同程度的先備知識（prior knowledge）而有差異，以及於組間同儕評量過程有使用回覆回饋的學生在合作產出成果上是否優於沒有使用回覆回饋的學生。本研究採用準實驗研究法，以新北市某國中117位七年級學生為實驗對象，將學生分為有回覆回饋組與無回覆回饋組兩個組別，進行為期12周的實驗，讓學生以三至四人一組的形式，依照M-T CDBL模式，透過在多點觸控密鋪系統上完成密鋪設計作品來學習數學科幾何主題中的「正多邊形的角度」、「線對稱」、「比例尺」、和「幾何變換」概念，並在過程中進行共計三回合的組間同儕評量。其中，有回覆回饋組進行在同儕評量過程中導入回覆回饋的M-T CDBL活動，無回覆回饋組則進行在同儕評量過程中未導入回覆回饋的M-T CDBL。研究結果發現，在數學學習成就方面，有使用回覆回饋的高先備知識學生在數學學習成就的表現顯著優於沒有使用回覆回饋的高先備知識學生，而中先備知識和低先備知識的學生則不會因為有無使用回覆回饋而在數學學習成就上有顯著的差異；在對數學的態度和合作技能上，有回覆回饋組的學生的表現皆優於無回覆回饋組的學生；在合作產出成果方面，雖然有回覆回饋組和無回覆回饋組的學生在第二階段澄清問題之同儕評量後的小組合作產出成果未達顯著差異，但是在第三階段蒐集資料及第七階段發表作品之同儕評量後的小組合作產出成果方面，有回覆回饋組學生的表現皆顯著優於無回覆回饋組學生。This study intended to find out if there is any change in students’ math-learning achievements, attitudes towards math, and collaboration skills in Multi-touch Enhanced Collaborative Design-based Learning (M-T CDBL) after back-feedback and different prior knowledge are included into inter-group peer assessment process. Moreover, this study attempted to find out, in the inter-group peer assessment process, whether or not those students who utilize back-feedback and possess prior knowledge have better performance than those who do not utilize back-feedback in terms of collaborative production outcomes. This study adopted the quasi experimental research methods, 117 7th graders of a junior high school in New Taipei City were invited to take part in a 12-week experiment. Students were divided into two categories, namely, back-feedback groups and non-back-feedback groups. Each group consisted of 3 or 4 students. All students were required to complete tessellation design works in compliance with M-T CDBL model through a multi-touch tessellation system and thereby learned the geometric concepts required by the math class, such as regular polygon’s angles, line symmetry, proportional scale, and geometric transformation. Inter-group peers were assessed three times during the learning process. In the assessment process, students of back-feedback groups were required to complete back-feedback process. In the back-feedback process, the students of back-feedback groups were required to send feedback to assessors after they receive their assessment results. After students send their feedback, they were required to review the feedback sent by the groups that were assessed by them. Students of non-back-feedback groups were not required to complete these processes. According to the research results, the math-learning achievements of those students who made use of back-feedback and had a high level of prior knowledge were significantly higher than those who did not make use of back-feedback and had a high level of prior knowledge, whereas the math-learning achievements of those students who had medium level of prior knowledge and low level of prior knowledge did not change significantly no matter those students made use of back-feedback or not. As far as the attitudes towards math and collaboration skills are concerned, the students of back-feedback groups showed a higher level of improvement than the students of non-back-feedback groups. As to the collaborative production outcomes, both students of back-feedback groups and of non-back-feedback groups did not show a significant level of difference after the peer assessment process of “Phase 2: Problem clarification” was completed. Nevertheless, the students of back-feedback groups had better academic performance than those of non-back-feedback groups and their performance had reached a significant level in terms of the collaborative production outcomes after the peer assessment processes of “Phase 3: Data collection” and “Phase 7: Product presentation” were completed.