以開放源碼軟體Moodle融入國小數學科百分率單元教學成效之探究

The Study of Effects Using Moodle as a Teaching-platform to Incorporate Percentage-learning in the Elementary School

許文義(Weni Hsu)

指導教授 ： 呂克明

亞洲大學/資訊學院/資訊工程學系碩士在職專班/碩士(2010年)

摘要

本研究主要目的一，在以開放源碼軟體Moodle作為開發國小六年級百分率單元教學媒體所使用的教學平台。目的二，在以此電腦教學平台為輔助教具，進行資訊科技融入教學，探討資訊科技融入國小六年級百分率單元教學，對學童學習成效之影響。目的三，則是探討學童在資訊融入與傳統講述式兩種教學模式間的保留成效差異的比較。
研究設計採準實驗教學研究進行，以台中縣一所國小六年級四個班級學童為研究對象，隨機抽取其中兩個班級作為實驗組，另兩個班級則為控制組。實驗組以電腦製作之教學媒體進行資訊科技融入教學，控制組則以傳統教具進行傳統講述式教學。教學活動結束後以研究者設計之「百分率概念成就測驗」進行施測，待兩個月之後再進行「百分率概念延後測驗」，實驗結果將學童依照不同數學學業成就、教學法及性別分組，將資料以EXCEL及SPSS 12.0統計分析軟體，就研究假設進行資料分析與詮釋。
研究結果發現：(1)不同教學模式下，實驗組和控制組的學習成效無顯著差異，但保留成效則有。(2)數學學習成就高分組學童的學習成效有顯著差異，但是保留成效則無。(3)數學學習成就中分組學童的學習成效無顯著差異，但是保留成效則有。(4)數學學習成就低分組學童的學習成效和保留成效皆有顯著差異。(5)實驗組男女學童的學習成效和保留成效皆無顯著差異。(6)兩組男性學童、女性學童各自的學習成效和保留成效皆無顯著差異。
最後，本研究針對教育行政單位、教育現場教師及未來研究者提出數項建議，希冀作為日後實施資訊科技融入數學科教學設計及後續研究的參考。

關鍵字

百分率 ； 資訊融入教學 ； 傳統講述式教學 ； 學習成效 ； 保留成效

並列摘要

The objectives of this research are three-fold. The first is, to apply Moodle as a teaching and learning platform where we can design the teaching and learning media for the percentage learning. The second is, to explore how the platform affects the students when we integrate it with teaching and learning. The third is, to compare the maintaining effects between “The integrated technology with teaching and learning” and “Traditional lecturing approach (the oral teaching method)”.
The research employs “The quasi-experimental design”. In the beginning, we shall randomly select participants from four classes in the sixth grade of an elementary school in Taichung County. Then, the four classes are randomly divided into the experimental group and the control group. “The integrated technology with teaching and learning” is applied to the former while “Traditional lecturing approach” is applied to the latter. Both groups would take “The percentage achievement test” when the teaching process is completed. Two months later, two groups of students will take the same test questions, namely “The percentage delay test”. As per their scores, teaching methods, and gender, students in the two groups are further divided into certain groups. After that, the result data would be set via a statistical analysis based on the research hypotheses through the use of SPSS 12.0 and Microsoft Excel. As the results, the research shows：
(1) Students in the two groups make the statistical significant difference in maintaining effects rather than learning effects.
(2) Students in the higher learning level make the statistical significant difference in learning effects rather than maintaining effects.
(3) Students in the middle learning level make the statistical significant difference in maintaining effects rather than learning effects.
(4) Students in the lower learning level make the statistical significant difference in both effects.
(5) Neither gender of the experimental group makes a statistical significant difference in both effects.
(6) Neither gender of the two groups makes a statistical significant difference in both effects.
In conclusion, the research would suggest the Educational Institutes, the school teachers, and the research followers who would make use of and get benefit from the integrated technology with teaching and learning.

並列關鍵字

percentage ； The integrated technology with teaching and learning ； traditional lecturing approach ； learning effects ； maintaining effects

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