探討線上即時回饋系統融入國小五年級因數與倍數單元學習成效與學習態度之影響-以Nearpod為例

Discussion on the Influences of Interactive Response System on Learning Achievement and Learning Attitude of Divisor and Multiple on the 5th-grade Elementary School Students— Taking Nearpod as An Example

鍾翔宜(Hsiang-Yi Chung)

指導教授 ： 吳裕振

中原大學/理學院/應用數學研究所/碩士(2020年)

https://doi.org/10.6840/cycu202000051

摘要

本研究將Nearpod線上即時回饋系統融入國小五年級數學領域因數與倍數單元教學，探討其對國小生數學領域的學習成就與學習態度的影響。
本研究方法以量化研究為主，採用準實驗研究法，以桃園市某國小五年級二個班級的學生做為研究對象，分為實驗組和控制組，進行教學實驗，實驗組以Nearpod線上即時回饋系統融入因數與倍數單元之教學，控制組則以傳統講述式教學。
研究工具包括因數與倍數單元學習成就測驗、數學科學習態度量表及使用者滿意度問卷，蒐集數據，並以統計軟體SPSS 19進行資料分析，其研究結果如下:
1. 運用「Nearpod線上即時回饋系統」融入教學後能提升學生學習成就，尤以中分組學生進步最為顯著。
2. 運用「Nearpod線上即時回饋系統」融入教學後有效提升整體學習態度，尤以降低數學焦慮向度較明顯。
3. 學生數學學習態度與學習成就間具有顯著正相關。
4. 學生對「Nearpod線上即時回饋系統」融入教學持正向肯定的滿意度。

關鍵字

線上即時回饋系統 ； Nearpod ； 學習成就 ； 數學學習態度 ； 因數與倍數

並列摘要

The study aimed to investigate the integrating Interactive Respones System , NEARPOD , into the Divisor and Multiple on the 5th-Grade Elementary School Students,and discusse it’s influence on the mathematics learning achievement and the learning attitude.
This study is based on quantitative method, using quasi-experimental design approach t on the 5th-Grade mathematic of Divisor and Multiple. Two seperate classes of 5th-Grade students in Taoyuan were selected and grouped into the experimental group and the control group. The experimental group was taught by Nearpod; however, the control group was based on traditional teaching method.
The research date were collected through Divisor and Multiple Achievement Test, the Mathematics Learning Attitude Scale, and Learning Satisfaction Questionnaire, and analyzed by using SPSS 19 system. The research results are shown below:
1. Nearpod Interactive Respones System can improve student's learning achievement ,especially in the middle level students.
2. Nearpod Interactive Respones System can improve student's mathematic learning attitude.
3. There is a significant positive correlation beteween mathematic learning attitude and learning achievement.
4. Student developed a very positive and supportive attitude toward the implementation of Nearpod

並列關鍵字

Interactive Respones System ； Nearpod ； Learning Achievement ； Mathematicl Learning Attitude ； Divisor ； Multiple

參考文獻

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