差異化教學對學生數學學習成就及學習動機之影響

A Study of the Effect of Using Differentiated Instruction on Student’s Mathematical Achievement and Motivation

黃秀惠(Hsiu-Hui Huang)

指導教授 ： 袁媛

中原大學/人文與教育學院/教育研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700385

摘要

本研究採不等組前後測準實驗設計，探討差異化教學對學生數學學習成就及學習動機之影響。研究對象為桃園市大溪區某國小五年級學童，實驗組學生27人實施差異化教學法，對照組學生25人接受傳統講述式教學法；實驗教學時間為期兩週共七節課，教材內容為南一版第十冊第一單元「分數的乘法」。本研究以「分數的乘法成就測驗」為依變項，並以「分數的乘法基礎測驗」為前測作為統計控制，採用單因子共變數分析探討差異化教學的教學效果；以「數學學習動機量表」為測驗工具，於實驗教學前、後進行施測，進行獨立樣本t檢定探討差異化教學對數學學習動機的影響。

本研究結果發現:
一、差異化教學與傳統教學具有相同的學習效果。
二、差異化教學能提高學生的數學學習動機，尤其對「低分組」學生更具成效。
三、差異化教學比傳統教學有較佳的數學學習保留成效，尤其對「中分組」學生更具成效。

最後，研究者針對研究結果進一步提出討論與建議，提供教師教學上以及未來研究上之參考。

關鍵字

差異化教學 ； 數學學習成就 ； 數學學習動機

並列摘要

This study adopted nonequivalent pretest- posttest quasi-experimental design to investigate the effect of implementing differentiated instruction on student’s mathematical achievement and motivation. The participants were the 5th grade students in one school at Daxi District, Taoyuan City. There were 27 students in the experimental group which was taught by differentiated instruction, while there were 25 students in the control group which was delivered with traditional lecturing instruction. The research was conducted for 7 periods in two weeks. The teaching material was the first unit fractional multiplication from the mathematics textbook volume 10 published by Nani publisher. The dependent variable in this experiment was fractional multiplication achievement test and the statistical control variable was the pretest fractional multiplication basic test. One-way analysis of covariance (one-way ANCOVA) was used to explore the effectiveness of differentiated instruction. Motivation Scale on Mathematics Learning was used before and after the experiment. The results were analyzed by Independent Sample t test to examine the differences of differentiated instruction on students’ mathematical learning motivation.
The major findings are summarized as follows:
1.Differentiated instruction has the same learning effects as traditional instruction.
2.Differentiated instruction could improve students’ mathematical learning motivation, especially to students in low-score group.
3.The retention effect of differentiated instruction is better than traditional instruction, especially to students in moderate-score group.
According to the major findings, the researcher proposed further discussions and suggestions to teachers’ instruction and further research.

並列關鍵字

differentiated instruction ； mathematical achievement ； mathematical learning motivation

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