以線上反覆練習進行國中數學補救教學之研究

Abstract

本研究主要是針對國中數學，比較線上適性反覆練習與傳統補救教學學習成效之研究，。研究中使用「線上適性反覆練習式補救學習」平台進行補救教學，此一平台以Item Selection and Queuing Procedures 作為適性反覆練習式補救學習的發展理論基礎。研究樣本以新北市某國中七年級四個班，進行五週的補救教學實驗，線上適性反覆練習補救教學為實驗組，傳統補救教學為對照組，並採用團體藏圖測驗區分實驗組學生的認知風格，研究後發現： 一、不同補救教學的方式，在學習成效已達到顯著性的差異，顯示線上適性反覆練習比傳統補救教學效果佳。 二、不同數學學習成就能力，在學習成效已達到顯著性的差異，顯示學習高成就比學習低成就的學習成效佳。 三、不同認知風格，在學習成效已達到顯著性的差異，顯示認知風格場地獨立比場地依賴的學習成效佳。 本研究所運用「線上適性反覆練習」方式進行國中數學補救教學，確實可以針對學生，進行適性的個別學習，發揮線上學習系統適性的功能，並且有良好的學習成效。This study developed an “online learning performance analyses and adaptive remediation with repetitive drills system” for a learning effect on junior high math remediation.The "Item Selection and Queuing Procedures" is the main theory basis for the adaptive remediation. Such a system includes an item pool database, a testing interface, and an adaptive repetitive drills system. The experiment was done to investigate the effect of this adaptive online practice-and-drill system. The results indicated that the practice-and-drill had a significant gain for the pretest-posttest scores, in compare with no gains for the traditional classroom-teaching group, and it also adapted "Group Embedded Fingure Test" to distinguish students' cognitive style. Further investigation is suggested to identify more variables that may affect the individual differences such as learning style. The conclusions were drawn as: 1. The online learning adaptive remediation with repetitive drills system is superior to the traditional remediation in mathematics. 2. Learning high achievers on the math online learning adaptive remediation are superior to the low achievers. 3. Students’ Field-independence is superior to the Field-dependence in learning effect.