國中數學CAI教材軟體之實驗評估

An Experimental Study of Cai Effects on Junior High Mathematics

吳鐵雄(Tieh-Hsiung Wu)

《教育心理學報》 20期 (1987/05) Pp. 55-67

https://doi.org/10.6251/BEP.19870601.4

摘要

本研究的主要目的在探討CAI在國中數學科之補救教學效果。研究對象取樣自三所國中的二年級，共150人，其中實驗組90人，控制組60人。實驗組在平常教學後，給予CAI教學，控制組則無，兩組均給成就測驗的前後測，實驗組並接受問卷調查。研究所用教材包括數學的座標、二元一次方程式、整數的四則運算、和比例等四個單元。以前測為共變量的共變數分析結果顯示：在座標單元、實驗組平均數高於控制組，而控制組則在整數的四則運算單元高於實驗組，其他兩個單元則兩組沒有差別。相依樣本t考驗的結果發現實驗組接受CAI教學後，其平均數顯著的高於未接受CAI之前。學生表示本研究所使用之四個單元的設計尚佳，大多數學生都喜歡使用CAI，並願意介紹給其他同學。他們並表示如果有老師輔導，則CAI的效果更佳。

並列摘要

The main purpose of this research is to investigate CAI effects as remidial teaching on junior high school students. The sample of the study was 150 second year students of three junior high schools. There were 90 students in experiment group, 60 in control group. After the regular teaching, the experiment group was given CAI instruction, while the control group was not. Both groups were given achievement pretest and posttest. The students of experiment group also answer a questionnaire. The coursewares used in the study are coordinales, equation with two unknown, the operation of integer numbers, and proportion.
The results of ANCOVA with pretest as covariate indicate that average score of experiment group is significantly higher than that of control group in coordination units. However, in operation of integer number, control group is significantly higher than the experiment group. The results of dependent sample t-test show that experiment group's average score of posttest is significantly higher than that of pretest. Students of experiment group indicate that they like CAI, and would like to introduce it to their peer. They also indicate that if teachers could assist them in thier study, the effect of CAI would be better.