應用線上互動式回饋系統提高學習動機與學習成就之研究-以國中生物科預習為例

Using an Online Interactive Response System to Enhance Student's Learning Motivation and Learning Performance - A Case of Biology Preview in Junior High School

顏榮宏(Jung-Hung Yen)

指導教授 ： 藍友烽

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(2015年)

摘要

本研究旨在瞭解線上互動式回饋系統應用於國中生物科「形形色色的生物」單元，利用Kahoot線上即時回饋系統進行課前預習測驗，對學生學習動機與學習成就的影響。研究工具為kahoot線上即時回饋系統、學習動機量表、生物科學習成就試卷。本研究採用準實驗研究法，以雲林縣二崙國中一年級學生為研究對象，分成一班實驗組26人，一班控制組27人，並將二班學生依學科能力，進行高、中、低三組不同學科能力程度之分組，以敘述性統計、共變數分析進行統計分析。本研究在在學習成就及學習動機方面得到以下結論：
1. 不同能力水準學生在生物科學習成就有顯著差異。
2. 不同測驗方式下學生在生物科學習成就有顯著差異。
3. 同樣能力水準下的學生，在不同的測驗方式下，其學習成就無顯著差異。
4. 不同能力水準學生在學習動機上無顯著差異。
5. 不同測驗方式下學生在學習動機上有顯著差異。
6. 同樣能力水準下的學生，在不同的測驗方式下，其學習動機有差異。
根據文獻分析與研究結論，對未來相關研究者提出建議。

關鍵字

線上互動式回饋系統 ； 學習成就 ； 學習動機 ； 預習 ； 生物科

並列摘要

The aim of this research is to have an in-depth understanding regarding the application of the “Online Interactive Response System” in the teaching of the “Diversity of Life” for junior high school students. Specifically, we implemented “Kahoot Online Interactive Response System” as a pre-class test, and evaluated its impact on students in terms of their learning motivations, as well as their learning achievements.
The research tools employed in this study were “Kahoot Online Interactive Response System”, “Learning Motivation Evaluation Chart”, as well as “Biological Science Learning Achievement test”.
Experimental Research approach was leveraged in this study, targeting at grade one students of the Yunlin County Erlun Junior High School . Students were divided into two groups: 1) Experimental group with 26 students; 2) Control group with 27 students. In each group, students were further stratified into three categories according to their academic competence, earmarked as high-, medium-, and low-level competence groups, respectively. Descriptive Statistics, and Covariance Analysis were implemented for data analysis.
Based on the data compiled in this study, I have comprehended the following conclusions in the aspects of learning motivation and learning performance.
1. In terms of learning performance, there is a remarkable difference among students of equal academic competence.
2. Under different assessment tests, there is significant difference in terms of learning achievement in biology.
3. Under different assessment tests, there is no prominent difference in terms of learning performance among students of equal academic competence.
4. In the context of learning motivation, there is no observable discrepancy among students of equal academic competence.
5. Under the same assessment tests, there is significant difference in terms of learning motivation.
6. Under different assessment tests, there is a significant variation in terms of learning motivation among students of equal academic competence.
Combining the published data and the concluding remarks listed above as a solid foundation, I further elaborated and put forward constructive suggestions for future investigators of relevant research field.

並列關鍵字

Online Interactive Response System ； IRS ； Kahoot ； Learning Motivation ； Learning Performance ； Biology

參考文獻

邱家麟（2008）。激發式動態呈現教學設計對國小五年級因數與倍數補救教學之個案研 究。國立台北教育大學數學教育研究所碩士論文，未出版，台北市。

陳家慧（2004）。數位化評量系統融入低年級數學科教學之行動研究-以按按按為例。國 立台北師範學院數學教育研究所碩士論文，未出版，台北市。

黃學仁（2008）。資訊融入原住民五年級學生數學補救教學成效之研究。國立台北教育 大學數學教育研究所碩士論文，未出版，台北市。

D. Slain, M. Abate, B. M.Hodges, M. K.Stamatakis, and S.Wolak(2004).An Interactive Response System to Promote Active Learning in the Doctor of Pharmacy Curriculum,American Journal of Pharmaceutical Education , 68,1-9.

Fisher, K. M., Wandersee, J. H., &; Moody, D. E. (2002). Mapping Biology Knowledge. NY, New York: Kluwer Academic Publishers.