互動式電子白板融入國小學習障礙學生數學教學與直接教學法之成效比較
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2021-09-??
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國立台灣師範大學特殊教育中心
National Taiwan Normal University Special Education Center
National Taiwan Normal University Special Education Center
Abstract
本研究旨在比較「互動式電子白板融入教學」與「直接教學法進行教學」對國小學習障礙學生的數學學習、保留成效與感受差異。採用單一受試設計中的交替處理實驗設計，研究對象為三名國小五年級的學習障礙學生，自變項為互動式電子白板融入教學與直接教學法進行教學，依變項為數學之學習成效與保留成效。研究者利用自編之小數乘法測驗與分數乘法測驗得分情形作為比較二種不同教學法之數學學習成效的重要依據，透過視覺分析、C 統計，以探討數學學習與保留成效，並藉由訪談以瞭解社會效度。研究結果發現為互動式電子白板融入教學和使用直接教學法進行教學，對國小學習障礙學生數學學習之立即成效無顯著差異，保留成效有個別差異情形。甲生與乙生使用直接教學法進行教學的保留效果較佳，丙生則無無明顯差異，對二者不同教學介入方式的感受有個別差異情形。三位實驗參與者均喜歡使用電子白板教學，但認為直接教學法對自身的學習助益較大。
The purpose of this study is to investigate the differences between integrating interactive whiteboards into instruction and direct instruction in mathematics learning, retention, and feelings of students with learning disabilities in an elementary school.An alternating treatment design of a single subject was adopted as the research method. Three fifth-grade students with learning disabilities were recruited. The independent variables were the approach of using interactive whiteboard and direct instruction; the dependent variables were immediate and retention effects in mathematics learning. The researchers used the score of the self-made fractions multiplication test and the decimal multiplication test as the important foundations to compare the learning effects of the two different approaches. Visual analysis, C statistics and effect size were used to explore the immediate and retention effects in mathematics learning. The observation data was also supplemented with social validity analysis using interviews. The results were as follows: 1. In terms of the immediate effect in mathematics learning of students with learning disabilities, there was no significant difference between integrating interactive whiteboard into instruction and direct instruction. 2. In terms of retention effects in mathematics learning of students with learning disabilities, the retention effect of direct instruction was better for Students A and B, whereas there was no significant difference for Student C. 3. After applying both integrating interactive whiteboard into instruction and direct instruction in teaching, there were individual differences in the feelings of students with learning disabilities in elementary school. All the participants enjoyed learning by interactive whiteboard into instruction, whereas all of them thoughtthat direct instruction was more beneficial to their own learning. According to the results mentioned above, some suggestions are provided for future studies. For instance, reseachers may consider increasing the number of the research participants, recognizing the selection of participants' conditions and increasing mathematical difficulties in calculation.
The purpose of this study is to investigate the differences between integrating interactive whiteboards into instruction and direct instruction in mathematics learning, retention, and feelings of students with learning disabilities in an elementary school.An alternating treatment design of a single subject was adopted as the research method. Three fifth-grade students with learning disabilities were recruited. The independent variables were the approach of using interactive whiteboard and direct instruction; the dependent variables were immediate and retention effects in mathematics learning. The researchers used the score of the self-made fractions multiplication test and the decimal multiplication test as the important foundations to compare the learning effects of the two different approaches. Visual analysis, C statistics and effect size were used to explore the immediate and retention effects in mathematics learning. The observation data was also supplemented with social validity analysis using interviews. The results were as follows: 1. In terms of the immediate effect in mathematics learning of students with learning disabilities, there was no significant difference between integrating interactive whiteboard into instruction and direct instruction. 2. In terms of retention effects in mathematics learning of students with learning disabilities, the retention effect of direct instruction was better for Students A and B, whereas there was no significant difference for Student C. 3. After applying both integrating interactive whiteboard into instruction and direct instruction in teaching, there were individual differences in the feelings of students with learning disabilities in elementary school. All the participants enjoyed learning by interactive whiteboard into instruction, whereas all of them thoughtthat direct instruction was more beneficial to their own learning. According to the results mentioned above, some suggestions are provided for future studies. For instance, reseachers may consider increasing the number of the research participants, recognizing the selection of participants' conditions and increasing mathematical difficulties in calculation.