吳正己Wu, Cheng-Chih葉筱蔓Yeh, Hsiao-Man2019-08-292017-07-302019-08-292015http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G0698080208%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92769本研究探討運用平板電腦即時反饋系統（IRS）對國小四年級學生學習數學分數之影響。研究方法採準實驗研究法，參與者為二個班的國小四年級兩個班及共51個學生，分為實驗組（即時反饋系統組）25人及控制組（傳統教學組）26人，實施為期一週共四節課的實驗教學。資料蒐集包括數學科學習成就測驗及數學學習態度問卷。研究結果發現：（1）兩組在學習成就測驗後測未達顯著性差異，顯示運用平板即時反饋系統學習分數，對學生學習成就未造成影響。（2）兩組女生在學習成就測驗後測達顯著性差異，顯示運用平板即時反饋系統學習分數，對女生學科成就造成影響。（3）實驗組與控制組在數學學習態度問卷的四個向度均達顯著性差異，顯示運用即時反饋系統進行分數教學有效提昇學生的數學學習態度。This study investigated the effects of applying tablet Interactive Response System (IRS) to teach fourth grader fraction of mathematics. The Quasi-Experimental Design was implemented in this study. Two classes totally fifty-one 4th grade elementary school students participated in this study. One class with twenty-five students served as the experimental group (using IRS), and the other class with twenty-six students served as the control group (using traditional method). The experiment was given totally 4 periods in a week. Data collection including the scores of fraction achievement test and mathematics learning attitude questionnaire. This results showed that applying tablet IRS to teach fraction of mathematics: (1) had no significant effects on students’ learning achievement, (2) had positive effects on girl’s learning achievement, and (3) promoted students’ willingness to learn mathematics.即時反饋系統國小數學分數平板電腦IRSMathematicsElementary schoolFractionTablet