運用數位學習平台融入國小五年級數學學習成效之研究

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

陳嘉君(Chia-Chun Chen)

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(2012年)

摘要

本研究針對國小五年級學生，利用數位學習平台融入數學科教學活動，來探討對於學生在學習態度、學習成效與數位學習教學意見之影響，期能提供數學教學工作者與未來研究者具體參考之依據。
本研究樣本以雲林縣某國小五年級四個班級為對象，將四班共121名學生分為對照組與實驗組，進行七週的數學領域教學實驗課程。教學活動利用研究者自編電子書教學教材，設計符合實際教學需求之數位課程，輔助以學習平台上之評量系統，並以問卷及段考來檢視其學習前後之差異。研究結論如下：
1.不同性別之實驗組學生在學習態度方面沒有顯著差異
2.是否參加補習之實驗組學生在學習態度後測沒有顯著差異
3.在學習態度量表前後測得分表現之差異分析，實驗組學生有所進步且表現的更為優異
4.接受Moodle數位教學的學生，在學習慾望、學習過程、數學信念表現較佳
5.接受Moodle數位教學的學生，在數學領域學習成效較佳
6.學生對使用Moodle數位教學進行數學領域教學活動，給予正面肯定

關鍵字

資訊融入教學 ； Moodle ； 學習態度 ； 學習成效

並列摘要

This study aimed to investigate the impact of integrating e-learning platform into mathematics teaching and learning activities on fifth-grade students, and to enhance students' interest, attitude, learning efficiency, and opinion of e-learning teaching. This study was expected to provide specific reference to mathematics teachers and future researchers.
Four classes of fifth graders in Yunlin County were selected to be participants in this study. Four classes of 121 students were divided into control group and experimental group during seven weeks of mathematics teaching experimental courses. Teaching and learning activities were carried out by self-developed e-book teaching materials which were designed to meet the actual teaching needs of the network curriculum and to assist learning assessment system on the platform. The researcher used questionnaires and monthly exam to view students’ learning attitude and learning effectiveness before and after the experimental courses. The conclusions were as follows:
1. No significant differences in learning attitudes between different genders of the experimental group students.
2. Whether to participate in cram schools in the experimental group measured no significant difference in post-test of learning attitudes.
3. From the analysis of pre and post-test of attitude scale measurement for experimental group, the performances in mathematics learning attitudes of experimental group students were more excellent.
4. Students’ performances receiving Moodle network teaching mode were better in learning desire, learning processes, and mathematical beliefs.
5. Students’ mathematical learning efficiency receiving Moodle network teaching mode was better.
6. Students gave positive feedback toward Moodle network teaching mode for mathematics teaching and learning.

並列關鍵字

integrating information technology into instruction ； Moodle ； learning attitude ； learning effectiveness

參考文獻

[07]林鴻杰，2007，"數位學習環境中不同教學模式對學習成效之影響"，國立虎尾科技大學資訊管理系碩士論文。

[15]邱旻盛，2006，"應用教學法之Moodle平台模組開發-以Big6為例"，淡江大學教育科技學系碩士班碩士論文。

[28]許俊義，2009，"以Moodle數位學習平台改進國小六年級數學領域教學"，國立臺中技術學院資訊科技與應用研究所碩士論文。

[30]許朝勝，2009，"Moodle教學平臺在國中歷史學習成效之研究"，虎尾科技大學資訊管理研究所在職專班學位論文。

[41]何義清，1987，"國中學生對數學態度及其相關因素之研究"，國立政治大學學報，頁171-217。