自編教材運用於國小數學教學之學習成效研究

A Study on Learning Achievements in Elementary Mathematics Instruction by Applying Self-Designed Teaching Materials

李思欣(Szu-Hsin Lee) ； 曾惠青(Hui-Ching Tseng) ； 陳建仲(Chien-Chon Chen)

《崑山科技大學人文暨社會科學學報》 4期 (2012/10) Pp. 43-78

https://doi.org/10.29923/KSHSS.201210.0003

摘要

本研究旨在以ADDIE教學設計模式設計國小五年級因數與倍數教材，並針對六十名學生採取準實驗設計中的「不相等前-後測控制組設計」（nonequivalent pretest-posttest control group design）。實驗組接受以研究者自編因數與倍數教材的教學，控制組接受以傳統因數與倍數紙本測驗卷的教學。教學實驗實施時間為期三週，並將實驗所得之資料分類進行量化分析，量化資料為因數倍數學習前、後測測驗分數，經研究者整理後，以SPSS12.0之統計分析套裝軟體進行敘述統計、獨立樣本t檢定分析、成對樣本t檢定分析及共變數分析。研究結果發現，接受以自編教材教學的實驗組，其學習成就整體而言優於接受以傳統紙本測驗卷教材教學的控制組而且達顯著水準。

關鍵字

學習成就 ； 因數與倍數 ； 數學教學 ； 自編教材

並列摘要

The purpose of this research was to design teaching materials about the factor and the multiple for the fifth graders by applying ADDIE Instructional Design Model. In this research, 60 students were selected as subjects. The nonequivalent pretest -posttest group design of quasi-experimental design was adopted in this research. In the experimental group, subjects accepted the teaching materials about the factor and multiple designed by the researchers. In the control group, subjects accepted the traditional instrumentations: textbook and paper test. The instruction period lasted for three weeks. The researchers classified data to make a quantitative analysis. Quantitative data contained pre-learning and post-learning test. The researchers used descriptive statistics, independent sample t-test, paired samples t-test and ANCOVA to analyze the collected data by the SPSS software. The results of this research showed that the experimental group which accepted the self-designed mathematics curriculum was significant and superior to the control group which accepted the traditional mathematics curriculum in learning achievements in terms of its overall.

並列關鍵字

Learning Achievement ； Factor and Multiple ； Mathematics Instruction ； Self-designed Teaching Material