- 學位論文
數位學習平台輔助教學、學習風格對學習成效之影響—以國小四年級數學為例—
A Study on the Impact of E-Learning Platform Assisted Instructions and Learning Styles on Learning Effectiveness— Take Fourth-Grade Mathematics for Example —
摘要
本研究旨在探討國小四年級學生數位學習平台輔助教學、學習風格對學習成效之影響之影響，並根據研究結果提出具體建議，以供教育單位、實施數位學習平台輔助教學之教師及未來研究者之參考。為達成本研究目的，以國小四年級學生兩班為研究對象，一班為實驗組，實施數位學習平台輔助教學；一班為對照組，進行傳統講述式教學，採準實驗研究法。本實驗為期二週，實驗進行前進行「學習風格量表」之測量，實驗前後使用教師自編試卷進行前後測「學習成就測驗」之評量，並以前一學期之數學期末考成績為共變數進行實驗分析。本研究以相依樣本ｔ檢定、單因子共變數分析進行資料的分析討論。本研究結果歸納如下： 一、實驗組與對照組學生在學習成就測驗的表現皆優於前測 二、使用數位學習平台輔助教學之學生學習成就測驗部分優於傳統練習之學生 三、使用數位學習平台輔助教學之學生與使用傳統練習之學生在學習滿意度量表的表現大致相同 四、學習風格為發散者之學生在使用數位學習平台輔助教學下，學習成就測驗部分優於使用傳統練習之學生
並列摘要
This study aims to find out how the use of the E-Learning Platform and students’ learning styles have an impact on the learning effectiveness of the fourth graders. Based on the research findings, the researcher makes practical suggestions for the educational authorities, the teachers using the E-Learning Platforms, as well as those who are interested in further research. To achieve the purpose of the study, the fourth graders from two classes in the same elementary school participate in the quasi-experimental study. The first class is the experimental group in which the teacher employs the E-Learning Platform. The other class is the control group in which the teacher mainly applies the traditional narrative teaching method. The study is conducted in two weeks. The participants complete the Learning Style Inventory (LSI) before the study, while the teacher-made learning achievement tests are both conducted before and after the study to evaluate the learning effectiveness of the participants. The test results of the final exam from the previous semester are also used as a covariance. The research data is analyzed and discussed with the dependent samples t-test and one-way analysis of covariance (one-way ANCOVA). The findings of the study are as follows. 1. Both groups of students perform better on the post-test of the learning chievement test. 2. The participants of the experimental group perform better than those of the control group on the post learning achievement test. 3. Both groups have nearly the same learning satisfaction. 4. With the assistance of the E-learning Platform, the participants who are divergers perform better on the post-test of the learning achievement test than those of the control group.