基模化電腦影片及動畫對聽障學生解算術金錢應用文字題成效之研究

The Effects of Schematic Video and Schema-based Animation for Students with Hearing Impairments on Solving Arithmetic Word Problems Involving Money

朱經明(Jing-Ming Ju)

《特殊教育學報》 27期 (2008/06) Pp. 31-52

https://doi.org/10.6768/JSE.200806.0031

摘要

本研究之主要目的在以基模化電腦影片及動畫協助聽障學生解算術金錢應用文字題。研究設計分爲兩階段：第一階段採用之研究方法爲希臘－拉丁方格設計。第二階段採用之研究方法爲一個控制組二個實驗組前後測設計。研究樣本爲聽障學生共25人，包括：第一階段聽障學生12人，第二階段聽障學生13人。主要研究結果有：(1)聽覺障礙學生在以基模化影片及動畫呈現之算術應用題得分高於算術文字題。基模化影片及動畫能超越文字的鴻溝，適合聽障生優勢視覺管道。(2)就算術文字題來說，國小六年級及國中二年級聽障學生樣本之得分平均數低於同年級普通班學生。(3)聽障學生的數學能力隨年級而增進，國中二年級聽障學生樣本在算術文字題、影片算術應用題及動畫算術應用題，得分均高於國小六年級聽障學生樣本。(4)在情意態度方面，大部分聽障學生樣本對影片及動畫有正面的看法。(5)以基模化動畫輔助算術文字題之教學成效，達到.05顯著水準(p=.018)。以基模化影片輔助算術文字題之教學成效，未達.05顯著水準(p=.072)。(6)在單步驟題，學生由前測正確率50%進步到後測85.2%；在多步驟題，學生由前測正確率22.2%進步到後測63%，多步驟題進步約3倍。

關鍵字

基模化影片 ； 基模化動畫 ； 算術應用文字題 ； 聽障學生

並列摘要

The purpose of this study is using schematic video and schema-based animation to help students with hearing impairments on solving arithmetic word problems involving money. The research designs include two phases: The Greco-Latin design was used for the first phase and the control-experimental ANCOVA design was used for the second phase. The participants are 25 students with hearing impairments, 12 for the first phase and 13 for the second phase. The major findings are (1) Students scores are higher in video and animation presentation of arithmetic word problems than in text. Video and animation can bridge the gap of words and suit the visual learning style of students with hearing impairments. (2) Students with hearing impairments in this study lag behind their hearing pals, the same as the literature review showed. (3) The math ability of students with hearing impairments progress with their age. (4) In affective and attitude domain, most students with hearing impairments have positive views of video and animation. (5) The effect of using animation to assist solving word problems reaches .05 level of significance. The effect of using video to assist solving word problems reaches nearly .05 level of significance. (6) For single step word problems, the students improve from 50% correct in pretest to 85.2% in posttest. For multiple step word problems, the students improve from 22.2% correct in pretest to 63% in posttest which is about threefold.

並列關鍵字

schematic video ； schema-based animation ； arithmetic word problems ； students with hearing impairments

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