「問題本位學習」對國中九年級學生 數學學習態度與數學學習成就之影響 中文摘要 本研究之目的在探討「問題本位學習」 (Problem-Based Learning, PBL) 對國中九年級學生數學學習態度與數學學習成就之影響,並根據研究結果提出建議與改進方針,作為其他數學教育研究者之參考。本研究採取準實驗研究法,以桃園縣某國中九年級的兩個班級為研究對象,分成實驗組(29人)與控制組(30人)分別實施 PBL 與一般傳統教學。本研究為期四週,每週五堂課共20堂課,教學前、後並以「數學學習態度量表」與「數學學習成就測驗」針對兩組學生進行評測。 本研究經以描述統計、單因子共變數分析的結果得知接受 PBL 教學與接受一般傳統教學的學生在數學學習態度有顯著差異(p<.01)。實驗組與控制組學生在數學學習態度量表後測的平均得分呈顯著的差異(p<.05),即 PBL 教學模式對學生在數學學習態度方面有正向的影響。此外接受 PBL 教學與接受一般傳統教學的學生在數學學習成就有顯著差異(p<.05)。實驗組與控制組學生在數學學習成就測驗後測的平均得分呈顯著的差異(p<.05),即 PBL 教學模式對學生在數學學習成就方面有正向的影響。 本研究經由對數學 PBL 學習單元的晤談結果得知,大部分的學習者表示喜歡 PBL 的學習方式,但要注意整個學習活動秩序的掌控及小組成員的參與度,才可讓PBL的教學活動發揮最大功效。 關鍵字:問題本位學習,數學學習態度,數學學習成就
The Impact of Problem-Based Learning on the Mathematics Learning Attitudes and Mathematics Learning Achievement of Ninth Graders Abstract The purpose of this study is to explore the impact of "problem based learning" (Problem-Based Learning, PBL) on mathematics learning attitude and mathematics learning achievements in the ninth grade students. This study adopts a quasi-experimental research in the two classes of junior high School for the study in Taoyuan County. In this study, the research was divided into experimental group (n=29) and control group (n = 30), to compare the implementation of PBL and traditional teaching. The study adopted "Mathematics Learning Attitudes Scale" and "Mathematics Learning Achievement Tests" for the two groups of students at last for four weeks. The study was approved by descriptive statistics, Analysis of Covariance, to find the significant differences (p<.01) between the students who use the PBL Teaching and the traditional teaching in Mathematics learning. The average score of the experimental group and the control group of students in mathematics learning attitude scales were significant differences (p<.05) of PBL on students' mathematics learning. In addition, the achievement of PBL teaching and the traditional teaching in mathematics are significant differences (p<.05) in the ninth grade students. The average score was a significant difference (p<.05) between the experimental group and the control group of students in mathematics learning achievement test. On the other hand, the achievement of students who adopted the PBL teaching in mathematics has a positive influence. In this study, the interview results showed that most students preferred to engage the PBL learning activities. However, instructors should pay more attention on the procedure of the learning activities and the participation of group members during the PBL teaching. Keywords:Problem-Based Learning, Mathematics Learning Attitude, The Mathematical Learning Aachievement
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