電腦多媒體運用與國中生生物學習的相關研究

Abstract

本研究的主要目的在探討資訊科技融入教學對國中學生生物科學習的影響。分析生物課使用電腦多媒體教學與否及使用頻率高低的不同，是否使學生感覺較清楚、較聽得懂、較有興趣，並分析電腦多媒體教學的頻率與生物科學習成就、不同認知層次學習成就的關係。 本研究採用的是調查研究方法，問卷資料來自民國99年桃園縣科學奧林匹亞競賽初賽前，對全體參賽學生所發的問卷，生物成績則是當天科學奧林匹亞競賽初賽中，全縣65所國中共29,683名學生的競賽成績。將問卷中關於電腦多媒體相關問題進行分析，並與生物施測成績進行分析比較，有效資料共有26,866筆。 量化研究資料分析所採用的軟體是SPSS，分析方法包括:描述性統計、卡方檢定、單因子變異數分析、克-瓦二氏單因子等級變異數分析。本研究獲得以下發現: (一)在學生學習的勝任感方面，相較於從不使用電腦多媒體教學，上生物課使用電腦多媒體教學有以下的影響:感覺老師上課講解很清楚的學生比例較高，感覺聽得懂的學生比例也較高，根本不想聽的學生比例則較少。 (二)在提升學生學習生物的興趣方面:當生物課採用電腦多媒體教學，感覺老師上課講解很有趣的學生比例較高，喜歡上生物課的學生比例較高，喜歡學科內容的學生比例也較高。 (三)在提高學生生物科的學習成就與提高認知層次方面:發現電腦多媒體教學的頻率，與學生的生物學習成就無關，也與各認知層次題型的答題正確率無關。 (四)在了解大自然及關心大自然生態方面的教學成效方面:一半以上的學生都認為，生物課使用電腦多媒體教學，可促使他們更喜歡了解大自然及更關心大自然生態。 關鍵字:資訊科技融入教學、電腦多媒體、國中、生物教學The purpose of the study is to explore the effects of multimedia computer-assisted instruction (CAI) on junior high school students’ (JHS) biology learning. The study first analyzed whether the use of multimedia computer-assisted instruction (CAI) and its frequency of use would make biology courses more clear, understandable, and interesting to JHS, and then investigated the relationship between the use of multimedia CAI, learner achievement and different levels of cognition. A survey reseach design was used to probe into how multimedia CAI influenced learners’ performances on the 2010 preliminary contest of Taoyun Science Olympiad. Before the contest, a questionniare was distributed to 29,683 students from 65 schools in Taoyuan County. The returned and valid copies were 26,866. Learners’ responses to multimedia CAI were examined and compared to their scores in Biology Olympiad. The collected data were analyzed using SPSS 17.0, incluidng descriptive statistics,Chi-square test, one-way ANOVA, and Kruskal-Wallis one-way analysis of variance by ranks. The results are summarized below: (1)Concerning learners’ percieved competence, students receiving multimedia CAI reported that teachers’ instruciton was “more explicit” and “understandable.” These students were more willing to keep focuesd in teachers’ instruction than those students who were never exposed to multimedia CAI. (2)Students under multimedia CAI felt more interested in “teachers’ instruction” and “course content,” and showed more “preference for biology courses.” (3)If biology teachers apply multimedia CAI , regardless of the frequency of its use, there is no significant effect found in elevating neither learner achivement nor higher-level cognition. (4)More than half of the students exposed to multimedia CAI would encourage themselves to appretiate and care more about the natural environment.

Key words: information technology teaching, multimedia computer assisted instruction, junior high school, Biology teaching