高中數學變異數與標準差教材設計與學習成效之研究

A study on the Teaching Method Design and Learning Effects Analysis Related to the Variance and Standard Deviation

李思瑩(SZU-YING LEE)

指導教授 ： 李孟峰

國立臺北大學/商學院/統計學系/碩士(2010年)

摘要

本研究之主要目的在於以發問教學法設計一套關於『變異數與標準差』的自編教材，探討發問教學法與傳統教學法之教學效果比較分析。研究對象為臺北縣立某高中的兩個班級，選定其中一個班級為實驗組接受設計教材教法的教學，另一個班級為對照組接受傳統式的教學。

本研究之主要內容為設計實驗教材與教法，並與傳統教學法的教學成效做比較，主要的研究結果如下：
(1)在顯著水準0.05下，以設計之教材進行發問教學法教學的實驗組
成就測驗分數平均優於傳統式教學的對照組。
(2)在顯著水準0.05下，高分組成績檢定，達顯著差異，顯示以設計
之教材進行發問教學法的教學成效優於傳統式教學。中分組成績
檢定結果，達顯著差異，顯示出對中分組的學生而言，以設計之
教材進行發問教學法教學成效也優於傳統式教學，低分組成績檢
定結果，雖未達顯著差異，但p-value值接近0.05，顯示以設計之
教材進行發問教學法教學對低分組學生仍有正面影響，只是影響
未達顯著水準為5％之顯著差異。
(3)在顯著水準0.05下，實驗組與對照組學生在第2、3、4、5、6題的
答對率上有顯著的差異，即實驗組在這幾個題目題的答對率顯著
高於對照組。

分析本研究之結果，整體而言，以設計之教材教學的學習成效明顯優於傳統教學的教學成效。歸納本研究之結論並提出建議，以期能供後續相關研究者及高中數學教師在教材設計與教學上之參考。

關鍵字

教學成效 ； 發問教學 ； 傳統式教學

並列摘要

The main purpose of this study was to apply Questioning-Teaching Method to design a teaching method for the topic of「Variance and Standard Deviation」in high school mathematics curriculum,and to explore the differences of the teaching effects between designed method and traditional teaching method. Participants in this study are 86 senior high school students come from two classes of a public senior high school in Taipei county. One class was taught by designed method (experimental group) and another one was taught by traditional teaching method (control group).The explored results are adopted to diagnose the students’ learning effects which can serve as the directions for teaching in classroom and future studies.

The findings in this research shown as follows:
(1) Learning effect of the experimental group is significantly better than that of the control group at level α =0.05
(2) The significant differences are shown among the high-score and medium-score groups.
Although the significant differences are not shown among low-score group, the p-value is close to 0.05. It means that learning effect of the experimental group is still better than that of the control group , but it is not at level α =0.05.
(3) Correct percentages for the 2.3.4.5.6 questions of the experimental group are significantly higher than that of the control group at level α =0.05.

As a whole, the students of experimental group who accept the designed teaching method get better teaching effects than those of control group.Finally, we proposed some suggestions for teachers of high school, and course designers and future related studies.

並列關鍵字

teaching effect ； Questioning-Teaching ； traditional teaching method

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