應用非劣性檢定評估非同步遠距教學的學習成效

因應COVID-19的疫情，為讓學生不致受其影響而中斷學習，教師教學方式從實體教學調整為遠距教學模式。評估兩種不同教學方式的學生學習成效常透過差異性檢定進行評估，但若無顯著差異時，僅能說明兩種教學方式的學生學習成效是無差異。臨床醫學中的非劣性檢定是以新療法不劣於標準療法之概念進行評估，本研究應用臨床醫學中的非劣性檢定，以「數理統計」課程為例，利用廣義信賴區間之95％區間下界的方法，進行非同步遠距教學的學生學習表現相較於現場教學的學生學習表現之非劣性檢定，探究非同步遠距教學於數理科目的教學成效。研究結果發現，非同步遠距教學的學生平均成績與現場教學的學生平均成績雖未達顯著差異，但執行非劣性檢定顯示非同步遠距教學的學生學習表現並未低於現場教學的學生學習表現，探究原因可能是非同步遠距教學的學生可藉教學影片重複學習增強其數理推導能力，研究結果可做為教師進行遠距教學設計時的重要參考。

關鍵字

非劣性檢定；非同步遠距教學；廣義信賴區間

並列摘要

Due to the impact of the COVID-19 epidemic, teachers' teaching methods and student learning behavior models have from traditional teaching adjusted to a remote teaching model based on e-learning. Evaluating the learning effectiveness of students with two different teaching methods is often assessed through the difference test. But if there is no significant difference, it can only illustrate that there is no difference in the learning effectiveness of students in the two different teaching methods. In this study, we try to use the lower bound of the 95% generalized confidence interval to show that the learning effectiveness of students for digital teaching may not be better than traditional teaching methods, but at least non-inferior to the traditional teaching methods. The research results show that the learning performance of the digital teaching method is at least as good as the learning performance of the traditional teaching method, and it is not worse than the learning performance of the traditional teaching method. To explore the reasons of the research results, under the asynchronous distance teaching, students not only eliminate the limitations of learning time and space, but can watch teaching videos repeatedly according to their personal learning speed. When COVID-19 is still pandemic, we propose a non-inferiority test to evaluate students' learning effectiveness in digital teaching methods, which should have its application value.

並列關鍵字

asynchronous distance learning ； generalized confidence interval ； non-inferiority test

參考文獻

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