數位學習平台應用於國小數學科學習成效之探究—以國小五年級分數單元為例

The Study of Learning Effectiveness by Integrating E-Learning Platform into Math Class on Fraction for Fifth-grade Students

張義松(I-Song Zhang)

指導教授 ： 吳昌憲

國立虎尾科技大學/管理學院/資訊管理研究所在職專班/碩士(2014年)

摘要

摘要
本研究的主要目的在探討「數位學習平台」與「傳統教學方式」對國小五年級學生數學學習成效的影響，並探討學生對於教師利用數位學習平台(均一教育平台)進行數學科教學的意見與感受。
本研究採用準實驗研究法(Quasi-experiment)，以雲林縣某國小五年級中之兩個班級共六十二位學生為研究對象，其中一班分派為實驗組，另一班則為對照組。實驗組學生使用數位學習平台(均一教育平台)來進行數學學習，而控制組學生則在傳統的教學模式下學習數學，兩組學生再依數學能力及性別的不同而細分為高分組、中分組、低分組、男童組及女童組，並分別探討不同組別學生之學習成效。
在教學實驗前後，實驗組與控制組學生皆接受數學成就測驗(分數單元)的前測與後測以探討其學習成效，實驗組學生並於教學實驗後接受「數位學習意見調查」，施測所得結果以獨立樣本T檢定進行統計考驗。
茲將研究結論分述如下:
1.實驗組與控制組整組學童在數學學習成效上無顯著差異。
2.實驗組與控制組中的高分組學童在數學學習成效上無顯著差異。
3.實驗組與控制組中的中分組學童在數學學習成效上無顯著差異。
4.實驗組與控制組中的低分組學童在數學學習成效上達顯著差異，實驗組低分組學童之學習成效顯著高於控制組低分組學童。
5.實驗組與控制組中的男性學童在數學學習成效上無顯著差異。
6.實驗組與控制組中的女性學童在數學學習成效上無顯著差異。
7.實驗組內的男性學童與女性學童在數學學習成效上無顯著差異。
8.實驗組學童對於透過數位學習平台(均一教育平台)來進行數學科學習多持正面及肯定的態度。
最後，根據研究結果，提出幾項建議做為未來學校行政、教師教學及進一步研究的參考。

關鍵字

數位學習 ； 數學學習成效 ； 均一教育平台

並列摘要

Abstract
The purpose of this study is to compare the effectiveness of learning mathematics with E-learning platform (Junyi Academy) and learning mathematics with a traditional method, and also to investigate students’ satisfaction and attitude toward E-learning.
In this study, a quasi-experimental design was used. Two classes with 62 fifth-grade students were assigned into experimental and control group. Students in the experimental group learn mathematics with E-learning platform (Junyi Academy) while students in the control group learn mathematics with a traditional teaching method. Besides, students of both groups were subdivided by ability and sex to explore learning effectiveness.
Pre-test and post-test were administered before and after the instruction. A questionnaire concerning about learning mathematics with E-learning platform was also distributed to gain the participants’ views about the activities. The data were collected and analyzed by independent sample t test.
The results of this study were summarized as follows:
1.There's no significant difference of learning effectiveness between experimental group and control group.
2.There's no significant difference of learning effectiveness between the high level students of both experimental group and control group.
3.There's no significant difference of learning effectiveness between the medium level students of both experimental group and control group.
4.The learning effectiveness of the low-level students in experimental group is superior to the ones of control group and reaches statistical significance.
5.There's no significant difference of learning effectiveness between the male students of both experimental group and control group.
6.There's no significant difference of learning effectiveness between the female students of both experimental group and control group.
7.There's no significant difference of learning effectiveness between the male students and the female students of experimental group.
8.Most students of the experimental group showed optimistic opinions about learning mathematics with E-learning platform.
Based on the results of the study, the researcher also provides suggestions regarding instructional assistance and future studies.

並列關鍵字

E-learning ； learning effectiveness of mathematics ； Junyi Academy

參考文獻

參考文獻

[1]教育部，2008，“國民中小學九年一貫課程綱要數學學習領域”，教育部，台北市。

[2]教育部，2008，“教育部中小學資訊教育白皮書”，教育部，台北市。

[3]許東華，2003，“網路化問題解決融入數學教學對國小六年級學生問題解決能力之研究”，國立屏東師範學院教育科技研究所碩士論文。

[4]程柏豪，2008，“資訊科技融入國小數學科教學效益之研究-以國小五年級體積與表面積為例”，國立台中教育大學數學教育學系碩士班碩士論文。