多媒體教學對國中七年級學生細胞單元學習成就之影響

Abstract

本研究針對國中七年級自然與生活科技領域之「細胞單元」進行多媒體教學，藉以探討多媒體教學對國中學生學習細胞單元的學習成效之影響。本研究採取準實驗法之前後測設計，研究對象為台北市信義區一所公立學校的七年級學生，此學校採取常態編班，其中採用多媒體教學的學生有兩班共45人。診斷學習成效的研究工具為依據Bloom的認知層次研發的試題且通過效度及信度檢驗的「細胞生理學習成就測驗」。研究結果顯示採用多媒體教學後，學生學習細胞單元的學習成就具有顯著進步(t=7.218，p<0.05)，且在延宕測驗中也具有顯著進步(t=8.389，p<0.04)。此外，此多媒體教材教學對達到Bloom的認知領域教學目標中「知識」(t=7.352，p<0.012)、「理解」(t=5.677，p<0.012)、「應用」(t=3.944，p<0.0125)三個層次也具有顯著效果。在延宕測驗中進一步至「分析」層次也達到顯著差異(t=4.735，p<0.012)。雖然學生對此多媒體教材的使用意見多持正向的看法，但此多媒體教材對學生學習生物科的態度並無顯著影響，此方面值得再進一步探討。未來研究可進一步探討能提升學習成效的多媒體教材如何同時提升學生的學習態度。

This study aims to investigate the effects of multimedia teaching on seventh graders’ achievements in cell concept. The researcher conducted the study using the method of a pretest-posttest experimental design. Forty-five seventh graders were selected from two classes at a middle school in Taipei city. An achievement test based on Bloom cognitive taxonomy was developed to detect students’ understanding about cells. The results showed that students’ understandings about cells were improved significantly after the intervention (t=7.218，p<0.05) and the delay test (t=8.389，p<0.04). Especially, students did much better in remembering (t=7.352，p<0.012), understanding (t=5.677，p<0.012), and applying (t=3.944，p<0.0125) in the posttest; as well as in analyzing (t=4.735，p<0.012) in the delay test according to Bloom’s cognitive taxonomy. From students’ responses in a questionnaire of attitude toward to biology learning, it appeared that students held positive attitude but not reached significant difference after the intervention. It issuggested to explore the further relationship between achievement and attitude when integrating multimedia teaching to science classrooms.