整合行動載具之線上形成性評量對國小同分母分數減法單元之成效

Abstract

分數是孩童在計數以外，第一次經驗到能代表某個量的一個數，分數的學習更是分布於小學二年級至六年級的課程中，其重要性不言而喻。然而從過去的研究中卻發現，部份學生到了高年級甚至是中學，依然無法了解分數的意義與分數的計算，為使學生得到完整的分數概念，教師應充分掌握學生的學習困難，適時給予補救教學。形成性評量是教師於課堂中，用來掌握學生學習狀況的有效方法之一，但又因在真實的教學情境中，教師難以施行，因此，本研究採用行動載具結合無線網路環境，以同分母減法的單元為內容，依據順序理論實作一線上形成性評量之測驗系統，協助教師在課堂中即時掌握學生學習狀況。同分母分數減法階層在容忍水準設為0.12且樣本數500人之內時，效率可達80%以上，精確性可達87%以上。由卡方考驗(獨立性檢定)與二因子混合設計變異數分析得知，以線上形成性評量系統協助教師進行補救教學與教師自行由學生之紙本測驗結果進行補救教學，學生同分母分數減法之學習成效並無顯著差異。Fractions are the first concept which children experience a number represents something other than a count. Learning of fraction is distributed from first grade to sixth grade, the significance of which is very important. According to past research, part of seniors cannot get the point of fractions. In order to help students fully understand the notion of fractions, teachers should take students’ learning difficulties into account and make up their deficiencies. Formative assessment is an effective method which help teacher to know students’ learning situation, but which is hard to apply in real teaching situation. This research combine mobile device and wireless network environment and implement an on-line formative assessment system according Ordering Theory. When the tolerance is 0.12 and the samples were within 500, the efficiency of the like denominators subtraction unit hierarchy can achieved 80%, and the accuracy can achieved 87%. This study used Chi-Square Test (Independence of Test) and two-way mixed design ANOVA to analyze data. The results showed that the effects of using on-line formative assessment to help teaching and conventional paper-and-pencil-based testing to help teaching, the learning effect of the students on like denominators subtraction unit has no significant difference.