國中自然領域教師應用IRS即時反饋系統實施翻轉教學對學習成效之影響

The Effect on Learning Effectiveness by Applying Interactive Response System in Flipped Teaching: A Study of the Science Teachers in a Junior High School

温政宏(Zheng-Hong Wen)

指導教授 ： 楊慶麟

中原大學/人文與教育學院/教育研究所/碩士(2021年)

https://doi.org/10.6840/cycu202100052

摘要

本研究旨在探討國中自然領域教師應用IRS即時反饋系統實施翻轉教學對學生學習成效之影響，並根據研究結果提出具體建議，以供教育行政單位、應用IRS即時反饋系統或實施翻轉教學之教師及未來研究者之參考。為達成本研究目的，以國中八、九年級學生各兩班為研究對象，採用準實驗研究法，每年級各一個班為實驗組，應用IRS即時反饋系統實施翻轉教學；每年級各一個班為控制組，進行傳統講述式教學。本實驗為期一周，實驗結束後進行「學習成效測驗」之評量，涵蓋「學習成就」與「學習滿意度」，在學習成就部分使用教師自編試卷進行前後測；在學習滿意度部分將在教學活動之後經由問卷填答，以相依樣本ｔ檢定、獨立樣本ｔ檢定及單因子共變數分析進行資料之分析討論。本研究結果歸納如下：
一、實驗組與控制組學生在學習成就測驗的表現皆優於前測
二、應用IRS即時反饋系統實施翻轉教學的學習成效部分優於傳統教學
三、不同基本變項對學生學習成效的影響有所差異
四、不同年級在學習滿意度上有顯著差異

關鍵字

IRS即時反饋系統 ； 學習成效 ； 翻轉教學

並列摘要

The purpose of this study was to explore the effect on students’ learning outcome after junior high school teachers of science domain use Interactive Response System (IRS) to implement flipped teaching. Based on the findings, some suggestions are provided to the educational authorities, teachers who use IRS or do flipped teaching, and future researchers.
To achieve the purpose of this study, quasi-experimental research method was adapted. Students of four classes, two are eighth grade and the others are ninth grade, are selected to be the research subjects. A class of each different grade is experimental group, using IRS to implement flipped teaching; while a class of each different group is control group, conducting Didactic Teaching Method. The experiment lasts for one week. After the experiment, research subjects take learning outcome test. The test includes learning achievement and learning satisfaction. On the section of learning achievement, teacher-made tests are used to conduct pre-test and post-test. Questionnaires are used after teaching activity on the section of learning satisfaction. The research data is analyzed with correlated samples t-test, independent samples t-test, and one-way ANOVA. The main findings of this study are as follows:
1. Students of both experimental and control groups have better performance on the post-test of learning achievement test.
2. Applying IRS to implement flipped teaching has better learning outcome than using Didactic Teaching Method in class.
3. The divergence of basic variables affects students’ learning outcome.
4. The divergence of grades has great difference on learning satisfaction.

並列關鍵字

Interactive Response System ； Learning Outcome ； Flipped Teaching

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