「問題本位學習」對不同學習風格的國小四年級學童數學學習成就之影響

The Effects of Problem-based Learning on the Mathematic Achievement of Fourth Graders with Different Learning Styles

許珮玲(Pei-Ling Hsu)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000427

摘要

本研究目的在探討「問題本位學習」（Problem-Based Learning, PBL）對不同學習風格的國小四年級學童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，作為國小數學老師及數學教育學者之參考。本研究採取準實驗研究法，以桃園縣某國小四年級的二個班級為研究對象，分成實驗組（30人）與對照組（30人）分別實施PBL教學與一般講述式教學。本研究為期八週，共32堂課，研究工具包括：Kolb學習風格量表、數學學習成就測驗、半結構式晤談大綱作為評量工具，所得資料以描述統計、單因子共變數、二因子共變數分析與二因子變異數分析進行統計考驗。研究結果如下：接受PBL 教學與接受一般教學的學生在數學學習成就有顯著差異，PBL 教學學生的學習成就後測得分顯著高於一般教學學生的學習成就後測得分；不同學習風格的學生在數學學習成就上未達顯著差異；學習風格與教學方式在數學學習成就上未達顯著差異；學習方式與學習風格間無顯著的交互作用。由晤談結果得知，不同學習風格的學生在PBL學習歷程的五個階段(「學習態度與問題呈現」、「小組討論與合作學習」、「運用資源與統整資料」、「欣賞發表與評量方式」、「自主學習成效」)中各有不同學習偏好：發散者在小組討論中可激盪出許多的創意點子；同化者在統整資料中可將資料完整歸納及建立架構；聚斂者在處理事務方面嚴謹自律，並有效率地完成任務；調適者在小組討論及欣賞發表時獲得同儕互動學習，故數學學習成就表現最佳。

關鍵字

數學學習成就 ； 問題本位學習 ； 學習風格

並列摘要

The purpose of this study is to explore the effects of Problem-Based Learning (PBL) on the mathematics achievement of fourth graders with different learning styles.Based on the results, this study will provide suggestions and improvements for elementary school mathematics educators and mathematics researchers.Two classes of fourth –grade students from an elementary school in Taoyuan County were selected to be the research samples, and were divided into the experimental group (n=30) and the control group (n=30). PBL model was used to be the instruction model for the experimental group while the control group received regular lecture instruction. The teaching lasted for 8 weeks and 32 class sessions were included. The research instruments included: Kolb’s learning styles inventory, the mathematics learning achievement test and the semi-structured interview outline evaluation inventory. The collected data were analyzed by using the following statistical methods: descriptive statistics, one-way analysis of covariance,two-way analysis of covariance and two-way analysis of variance. The results of the research are shown as follows:
There is a significant difference between the experimental and the control group in the grades of Mathematics Learning Achievement Test. The mathematical learning achievement of the PBL group is better than the traditional instruction group significantly. There is no significant difference in the mathematical learning achievement of the students with different learning styles. There is no significant difference in the mathematical learning achievement of the students with different learning styles between two teaching methods. Learning styles and teaching methods don’t influence each other significantly.
By the interview results, students with different learning styles of the five stages of PBL learning process ("learning attitudes and problems presented," "group discussion and cooperative learning," "use of resources and information integration," "appreciation and assessment published volume approach "," independent learning ") in the different learning preferences: divergers in the panel discussion can agitate many creative ideas; assimilators in the integrated data in the data can be summarized and build a complete framework; convergers dealing with matters in the strict self-discipline, and efficiently complete the task; accommodtors in the panel discussion and appreciation of the time was published in peer interactive learning, it is the best math learning achievement.

並列關鍵字

mathematics learning achievement ； Problem-Based Learning ； learning styles inventory

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