摘要
在過去七個學年度（2007.9-2014.6）裡，我們在四類大學部課程中，導入了IRS即時反饋系統輔助教學，先後累計了十八門課程。授課對象涵括理、工與農三個學院六個科系的大學部一、二與三年級學生。IRS問題主要為涉及化學概念的單選題。在其中十五門課程裡，學生的IRS總成績與其筆試總成績的相關係數值介於0.32-0.64範圍，屬中度正相關，且這些相關皆被驗證達α = 0.01的顯著水準；意即學生的IRS總成績與其筆試總成績之間都達顯著水準α = 0.01的中度正相關。期末調查顯示，六成以上同學同意IRS可測知其瞭解程度，六成五以上同學同意IRS可澄清其概念，七成四以上同學同意IRS是一個好系統。
並列摘要
During the past seven academic years (2007.9-2014.6), we have employed an interactive response system (IRS) for each class, with single-choice problems, to quiz students, to stimulate discussions among them, and to clarify various chemical concepts. The lectures cover four types of undergraduate chemistry courses: mathematical chemistry, physical chemistry, general chemistry, and chemistry for the liberal arts. For the fifteen courses among the eighteen courses taught, the results of statistical analysis reveal that the correlation coefficients, between the final IRS score and that of written exams, are lying in the range between 0.32 and 0.64, each correlation is shown to be a mild one in a level of significance of α = 0.01. Among four different surveys, more than 60% of students agree that the IRS tells their mastery level, more than 65% of students agree that the IRS clarifies each chemical concept, more than 74% of students agree that the IRS is a helpful system for their course study.
延伸閱讀
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