不同電腦輔助教學(CAI)模式對高中學生「恆星演化」學習成就及其態度之影響
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Date
2000-01-01
Authors
張俊彥
陳盈霖
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Publisher
臺北市：國立臺灣師範大學
Abstract
本研究的目的在(1)研發完成「恆星的生老病死」電腦輔助教學單元；(2)探究不同電腦輔助 教學(CAI)模式對學生學習成效的影響及他們對此教材之態度與觀感。研究對象為台北市某公立 高中一年級四個班級的學生(n=180)，其中兩個班為實驗組(n=92，教師主導的CAI)與兩個班為對 照組(n=88，學生自行操作的CAI)。研究實驗採「靜態組比較設計」(Static-group comparison design)， 亦即學生在學習完本CAI後，對其實施「恆星演化測驗卷」及「對CAI教材單元態度與觀感的問卷」。 研究結果顯示，經由教師主導CAI的學生在「恆星演化測驗 卷」的表現上幾乎顯著地優於自行操作本CAI教材的學生，研究結果亦發現教師主導CAl與學生操作CAI 的教學方式對高分群的學生沒有統計上的顯著影響。但對中、低分群的學生而言，教師主導CAI明顯地優於學生操作CAI，並達到統計上的顯著水準。態度問卷結果顯示教師主導CAI與學生操作CAI這兩組學生對本CAI教材皆持相當正向的態度與觀感。此外，學生操作CAI的方式在問卷總分及操作介面分項上，顯著地優於教師主導CAI的方式，然而兩組學生在畫面觀感、課程內容、整體感想等分項上並無顯著地差異。據此，本研究建議地球科學的電腦輔助教學可多設計「以教師主導且輔以學生自行操作CAI之模式」來幫助學生學習地球科學的概念以及增進他們對CAI教材的態度。
The purpose of this study was to (1) develop the computer-assisted instruction (CAI) on the subject of Star's Evolution; and (2) examine the effects of different CAI methods on the achievement and attitudes toward CAI of senior high school students. A static-group comparison design involving four classes and 180 students, who were enrolled in a public senior high school in Taipei City, was employed. The experimental group (n=92) received the Teacher-Guided CAI (TGCAI); whereas the comparison groups (n=88) received the Self-Maneuvered CAI (SMCAI). Statistical analyses on the Star's Evolution Test posttest scores indicated that the TGCAI was nearly more effective in promoting students' achievement than was the SMCAI approach given the same coverage of content. Most notably, there were significant differences in favor of the TGCAI on the middle- and lower-achievement students' test performance between the experimental and comparison groups, but not on the higher-achievement students' test performance. Statistical analyses on the Attitudes toward CAI posttest measures revealed that both groups held positive attitudes toward the CAI. However, the SMCAI produced significantly more positive attitudes of students than did the TGCAI on the total scores and "user's interface" sublevel items. Nevertheless, no statistically significant increase or decrease in student attitudes toward the CAI was found for either group on the "frame presentation","subject content", and "whole perception" sublevel items. As a result of the current study, it is suggested that integrating "teacher-guided and self-maneuvered approaches" into CAI seem to have promise in enhancing students' learning of earth-science concepts and promoting students' positive attitudes toward CAI.
The purpose of this study was to (1) develop the computer-assisted instruction (CAI) on the subject of Star's Evolution; and (2) examine the effects of different CAI methods on the achievement and attitudes toward CAI of senior high school students. A static-group comparison design involving four classes and 180 students, who were enrolled in a public senior high school in Taipei City, was employed. The experimental group (n=92) received the Teacher-Guided CAI (TGCAI); whereas the comparison groups (n=88) received the Self-Maneuvered CAI (SMCAI). Statistical analyses on the Star's Evolution Test posttest scores indicated that the TGCAI was nearly more effective in promoting students' achievement than was the SMCAI approach given the same coverage of content. Most notably, there were significant differences in favor of the TGCAI on the middle- and lower-achievement students' test performance between the experimental and comparison groups, but not on the higher-achievement students' test performance. Statistical analyses on the Attitudes toward CAI posttest measures revealed that both groups held positive attitudes toward the CAI. However, the SMCAI produced significantly more positive attitudes of students than did the TGCAI on the total scores and "user's interface" sublevel items. Nevertheless, no statistically significant increase or decrease in student attitudes toward the CAI was found for either group on the "frame presentation","subject content", and "whole perception" sublevel items. As a result of the current study, it is suggested that integrating "teacher-guided and self-maneuvered approaches" into CAI seem to have promise in enhancing students' learning of earth-science concepts and promoting students' positive attitudes toward CAI.