運用Push-Pull系統於國中生數學教學成效之研究

The Teaching Effectiveness of Push-Pull System on Mathematics for Junior High School Students

黃莉菁(Li-Ching Huang)

指導教授 ： 羅希哲

國立屏東科技大學/人文暨社會科學院/技職教育研究所/碩士(2013年)

https://doi.org/10.6346/NPUST.2013.00269

摘要

本研究旨在探討運用Push-Pull系統於國中生數學教學之研究。本研究採用準實驗研究法，以高雄市某國中八年級36名學生為研究對象，分為實驗組（12人）、控制組A組（6人）與控制組B組（18人），實施前、後測與八個主題的實驗教學。
實驗組接受本研究之「U-Msg及時回饋單元教學」，控制組A組僅接受「U-Msg及時回饋單元教學」中的調整教學，控制組B組則接受傳統教學。在教學實驗裡，教學方法為自變項，探討「U-Msg及時回饋單元教學」與傳統教學對學生數學學習成就之成效，並探討U-Msg系統及教學滿意度調查表之滿意程度。
教學實驗前以國中二年級下學期第一次段考為前測成績，實驗結束後再施以後測，並在實驗過程中以U-Msg系統於放學後發送作業1到實驗組學生的手機，教師觀察學生之答案後給予回饋並於下一次上課時給予調整教學活動後，再給予作業2，以了解過程中的學習狀況。實驗組學生在實驗教學結束後，再進行U-Msg系統滿意度、教學滿意度及心得感想的施測。就三組進行描述性統計、成對樣本t檢定、單一樣本t檢定與單因子共變數分析。
本研究之結果如下：U-Msg及時回饋單元教學，學生在系統滿意度上是顯著感到滿意的。在教學滿意度上學生顯著感到滿意的。
在數學學習成效上，實驗組學生的後測成績顯著高於前測成績。控制組A組學生的後測成績顯著高於前測成績。控制組B組學生的後測成績未顯著高於前測成績。經實驗教學後，在數學成績上實驗組是顯著優於控制組A組和控制組B組；控制組A組顯著優於控制組B組。實驗過程中，實驗組與控制組B組於作業1及作業2之學習成效上有顯著差異；實驗組與控制組A組於作業2之學習成效上無顯著差異；控制組A組與控制組B組於作業2之學習成效上無顯著差異。
本研究之建議如下：1.在學校方面，以能推廣U-Msg及時回饋單元教學為目的。2.在教師方面，以能選擇適當的進度發送作業。3.在學生方面，加強同學之間的討論。4.在家長方面，多陪伴孩子完成作業。5. 對於U-Msg系統上的建議有，將教師平台架設於手機上；增加圖片多點放大的功能；在學生的手機程式中，增加第二次回傳答案的功能和接收錯誤提示的功能。

關鍵字

Push-Pull ； 即時回饋 ； 系統滿意度 ； 教學滿意度

並列摘要

This research aims to explore the effectiveness of Push-Pull system on mathematics teaching in Junior High School. Quasi-experimental research is adopted in this study. A total of 36 eighth-graders from one junior high school in Kaohsiung City are divided into 3 groups, experimental group(12 students), control group A(12 students) and control group B(18 students). Pre-test, post-test and eight subjects of experimental teaching are applied to these students.
“The teaching module of Ubiquitous-Message Interactive Response” is conducted on the experimental group, however the control group A only accepts the adjusting part; On the other hand, the traditional teaching is conducted on control group B. In the teaching experiment, the teaching way is independent variable, in order to explore the learning effectiveness of “the teaching module of Ubiquitous-Message Interactive Response” and the traditional teaching on mathematics for students. Furthermore this study goes deeper into the satisfaction of the teaching satisfaction questionnaire and the Ubiquitous-Message Interactive Response system.
The scores of midterm examination are taken as pre-test, after the experiment, the post-test is conducted. During the experiment, students receive homework l through U-Msg system by their mobile phones, and according to students’ answers, teacher adjusts the teaching, then the homework 2 is given to students again, in order to understand students’ learning. After the teaching experiment, the experimental group receives the analysis of their satisfaction of U-Msg system, the satisfaction of teaching, and their thought. Besides, three groups accept analysis of descriptive statistics, paired-samples T-Test, one-sample T-Test, one way ANOVA.
The findings of this research are revealed as below: Students have positive attitudes toward the U-Msg Interactive Response System; students are pleased with the satisfaction of teaching.
In terms of the effectiveness of mathematics learning for experimental group, the scores of post-test are distinctly higher than the pre-test. As to the control group A, their scores of post-test are evidently higher than the pre-test. However concerning the control group B, there is no obvious difference exists between post-test and pre-test. After teaching experiment, the experimental group is notably better than both the control group A and B on mathematics grades; moreover the control group A is better than control group B. During the experiment, there is a significant difference between the effectiveness of learning on homework 1 for experimental group and control group B as well as the homework 2; however there is no significant difference between the effectiveness of learning on homework 2 for experimental group and control group A; also there is no significant difference between the effectiveness of learning on homework 2 for control group A and B.
The suggestions of this study are listed below: 1) In terms of school, the "Teaching module of Ubiquitous-Message Interactive Response” should be promoted; 2) Regarding teachers, appropriate rate of progress should be taken to deliver homework; 3) In respect of students, discussion between contemporaries should be valued; 4) With regarding to parents, more company with their children while doing homework is advised; 5) As to suggestions for U-Msg system, firstly stepping up the platform on mobile phones for parents; secondly adding the function of enlarging picture; thirdly, functions of second-reply and accepting tips whenever mistakes taking place should be installed in students’ mobile phones.

並列關鍵字

Push-Pull ； Interactive Response ； System satisfaction degree ； Teaching satisfaction degree

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