多媒體個人化系統教學對八年級學生理化成效之影響-以桃園市某公立國中為例

Effects of Multimedia Personalized System of Instruction on the Eighth Graders’ Learning Achievements-Physics and Chemistry

葉明蕙(Ming-Hui Yeh)

指導教授 ： 賴勇成

健行科技大學/商學院/國際企業經營系碩士班/碩士(2016年)

摘要

本研究要探討多媒體個人化系統教學對八年級學生理化學習成效之影響，並要探討不同教學對性別是否有不同影響的學習成效。本研究採準實驗研究法，以桃園某國中八年級學生為對象，實驗組27人採用多媒體個人化系統教學，對照組28人進行傳統講述式教學法教學。教學內容為八年級上學期自然科的密度和水溶液單元課程。研究工具包括「學習成就測驗」和「理化學習態度量表」。兩組皆進行前測、後測，正式實施為期約三週的實驗教學，將收集各項統計資料做分析。研究結果發現：
一、多媒體個人化系統教學，對全部學生、高分組學生、低分組學生的學習成就，雖未達顯著水準，但不會有負面影響。
二、多媒體個人化系統教學，對全部學生的理化學習態度達顯著差異，且有正面影響。其中，高分組學生在態度的總表和分量表的「慾望」與「信念」達顯著差異，且有正面影響；而低分組學生在態度的「信念」達顯著差異，且有正面影響。
三、多媒體個人化系統教學對不同性別的學習成就，雖未達顯著水準，但不會有負面影響。
四、多媒體個人化系統教學，對男生的學習態度總表和分量表的「慾望」與「信念」達顯著差異，且有正面影響；而女生在理化學習態度，雖未達顯著水準，但不會有負面影響。
因此，建議教學上採用多媒體個人化系統教學，不只容易引起學生學興趣，也能讓學生逐漸養成較積極的學習習慣，並從課堂中得到成就感。

關鍵字

學習態度 ； 學習成效 ； 影片教學

並列摘要

This study was to explore multimedia personalized system of instruction for teaching eighth-grade students' learning achievements-physics and chemistry, and to explore whether teaching this has different effects on gender. This quasi-experimental method to a country in Taoyuan as an object, the experimental group were 27 people, and the control group were 28 people. Teaching content for the eighth-grade natural science unit density and water courses . Research tools including "learning performance test" and "physics and chemistry learning attitude scale." Two groups had pre-test and post-test. The formal implementation of experimental teaching about three weeks,
and collected data for analysis
1. Multimedia personalized system of instruction, for all students, high-group students, low-group students learning performance, not yet reached significant levels, but will not have a negative impact.
2. Multimedia personalized system of instruction for all students to learn physics and chemistry attitude of significant differences, and has a positive impact. Among them, high-group students has total table and subscale "desire" and "faith" significantly positive impact. Low-group students has a subscale "faith" significantly positive impact.
3. Multimedia personalized system of instruction for teaching gender learning performance, not yet reached significant levels, but will not have a negative impact.
4. Multimedia personalized system of instruction teaching boys learning attitude has total table and subscale "desire" and "faith" significantly positive impact. Girls has not yet reached significant levels, but not have a negative impact.
Therefore, multimedia personalized system of instruction ,not only easily lead to student interest in science, but also allow students to gradually develop a more positive learning habits ,and got a sense of accomplishment from the classroom.

並列關鍵字

learning attitude ； learning performance ； film teaching

參考文獻

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