本研究擬研發一套線上學習系統,以九年一貫數學領域能力指標5-n-06為例,設計國小五年級「分數的除法」單元之數位教材,並利用結合「知識結構」與「貝氏網路」之電腦適性診斷測驗作為診斷工具,來探討資訊融入教學與評量實作之成效。最後透過學習風格量表來分析不同學習風格的學生利用此系統來學習,對其在試題的錯誤類型與子技能的表現是否有顯著差異。 根據本研究的結果分析,可以得到以下結論: 一、電腦適性測驗能有效節省52%以上之題目,且能達到93%以上的預測精準度。 二、以貝氏網路推論電腦適性測驗,在適性和完整作答情況下,對錯誤類型與子技能的一致性,前測達93.92%,後測達95.15%。 三、實驗組後測成績的平均分數經調整後為88.55分,高於控制組的83.72分,相差4.83分,且達顯著差異,證明實驗組的補救教學成績明顯優於控制組。 四、將實驗組學生分成高、中、低分三組,進行前後測表現的分析。中、低分組均達顯著差異,且低分組進步13.69分,表現優於其他二組,證實本研究之自編教材對於低分組的學生有較佳的補救效果。 五、控制組學童在學習風格與子技能、錯誤類型之診斷上,達顯著差異情形高於實驗組。
This research takes Nine-year Compulsory Education mathematics domain fifth grade ability target 5-n-06 as the example, the design “Fractional division” of the teaching materials unit, and establishes the union “the knowledge structure” and “Bayesian Networks” the computerized adaptive test takes the diagnostic tool. Finally by learning style inventory the study analyzes whether after using this system, the score which different learning style students test question mistake types with sub-skill performance reaches the remarkable difference. According to the analysis result , there are five conclusions as below. 1.The rate of saving items by Bayesian networks computerized adaptive testing (BNAT) is above 52% and prediction accuracy can reach over 93%. 2.With regard to the effect of BNAT, the prediction accuracy of the mistaken types and sub-skills is 93.920% in pre-test and 95.15% in post-test. 3.After testing the experimental group, the average score after adjustment is 88.55 which is 4.83 higher than the traditional teaching group ( the average score is 83.72 ) and reaches the remarkable difference. It proves that the score of the experimental group of recovery teaching surpasses the traditional teaching group obviously. 4.The students of the experimental group divided into three parts ( high, middle and low ) take the analysis of pretest and posttest. The middle and low parts have the remarkable difference. The low part progresses 13.69, which performans better than other two parts. The study of the arranged teaching material confirms that the low part students receive better recovery effect. 5.The traditional teaching group students in the learning style with the sub-skill, the mistake types diagnosis reach the remarkable difference which is higher than the experimental group.