【論文摘要】電腦輔助教學在高中數學物理實施課後輔導之研究

【論文摘要】A CASE STUDY OF COMPUTER-ASSISTED INSTRUCTION EFFECTS TO MATHEMATICS AND PHYSICS IN COMPLEMENTARY LEARNING AFTER REGULAR CLASSESS IN SENIOR HIGH SCHOOL

曾錦達

《國立臺灣師範大學教育研究所集刊》 27輯 (1985/06) Pp. 273-280

https://doi.org/10.6910/BGIENTNU.198506_(27).0009

並列摘要

The main purpose of this study is to understand whether there are differences among students' achievements and learning rate through CAl and traditional teaching method. This study also wants to compare the increment of high-academic with low-academic achievement groups when they have taken part in CAI. Moreover, teachers' and students' attitudes and opinions toward CAl are investigated, too. Methods used in the this study are experimental research literature review and questionaire survey. The sample are ninety-six students (72M/24F) of Ming-Tao High School in Taichung. Through random sampling and random assignment, two groups are divided. The students in CAI group (49) and teachers (21) are sureveyed by the questionnaire made by the researcher, and a achievement test post-test is done by all students later. The main findings of this study are stated as follows: 1. The students in CAI group have got the same or even better learning achievements than in traditional group. However, there are no differences between high-academic and low-academic achievement groups in achievement increment through CAI. 2. As learning rate, the CAI group performs better. 3. The frequency of interactions between teachers and students, and among students themselves have not decreased when CAI was implemented in teaching activities. 4. Most of the teachers and students have positive attitudes toward CAI. 5. CAI can applied to secondary education's courses, especially the natural science which should be considered first, if needed. Based on these conclusions mentioned above, the researcher gives some suggestions as follows: 1. The authorities of educational administration may consider the possibility to apply CAI in complementary learning after regular classes in secondary education period. 2. Natural science courses have the priority over others to be considered to apply CAI. 3. Distinct goals should be presented in the heading and each unit of the software. 4. The length of each unit should be approprite. 5. If the authorities of the educational administration want to implement CAI, to communicate the concepts of CAI with students teachers and administrators is necessary and important.