電腦多媒體對國小學生學習自然科之成效研究

An Investigation of the Effectiveness of Computerized Multi-Media on Nature Science Learning of Students in Elementary School

賴正山(Janq-Shan Lay) ； 黃世傑(Shih-Chieh Huang)

《科學教育》 5期 (1994/05) Pp. 1-26

https://doi.org/10.6767/JSE.199405.0001

摘要

The purpose of the research was to examine the effectiveness of teachermade computerized multi-media upon the Nature Science learning of students in elementary school. The research selected the unit ”Heredity of Human Features” on the Book Twelve of nature science of elementary school in Taiwan. In this research, the teacher-made packaged computerized multi-media include transparencies, video-tapes and still pictures. The computerized multi-media were made by using computer graphics system and image processing system which receive the instructional resources from video-tapes, audio-tapes and still pictures. By means of the packaged computerized multi-media, the researcher taught and enhanced the learning effect of students. The Kuder-Richardson reliability of the developed achievement test reaches 0.87. A questionnaire was administrated to collect the data of students' opinions about computerized multi-media instruction.
The subjects of the study included 108 elementary school students. Two classes were randomly assigned into the experiment group (N=58 students) and control group (N=50 students). The experiment group received the computerized multi-media instruction and the control group received the conventional instruction respectively. The activities of instruction lasted for two weeks. An achievement test was given to the two subject groups before the instruction. The same test was also given to the subjects immediate and six-week-delay after the instruction. In addition, the subjects also received the opinion questionnaire right after the instruction. Further, the results of this study were analyzed by SPSS program. The result of statistics shows that students of both groups made a progress in mean scores of their achievement test after their learning, but the students of the experiment group made much more progress. By the analysis of covariance, taking the pretest score as a covariance, there is no significant difference between the post-test score of the two groups; However, there is a significant difference in, the six-week-delayed retention test score of two groups (p＜0.01); There is no significant difference in the post-test score of four types of items between the two groups; However, there is a significant difference in the six-week-delayed retention test score on knowledge level and comprehension level between two groups (p＜0.01). In the experiment group, there is no significant difference in the score of the achievement test of the male and the female students. In the experiment group, there are significant correlations among the post-test score, six-week-delayed retention test score, nature science score and academic achievement score (p＜0.001). Finally, the opinion of the students in the experiment group showed a positive attitude to this teaching method.

並列摘要

The purpose of the research was to examine the effectiveness of teachermade computerized multi-media upon the Nature Science learning of students in elementary school. The research selected the unit ”Heredity of Human Features” on the Book Twelve of nature science of elementary school in Taiwan. In this research, the teacher-made packaged computerized multi-media include transparencies, video-tapes and still pictures. The computerized multi-media were made by using computer graphics system and image processing system which receive the instructional resources from video-tapes, audio-tapes and still pictures. By means of the packaged computerized multi-media, the researcher taught and enhanced the learning effect of students. The Kuder-Richardson reliability of the developed achievement test reaches 0.87. A questionnaire was administrated to collect the data of students' opinions about computerized multi-media instruction.
The subjects of the study included 108 elementary school students. Two classes were randomly assigned into the experiment group (N=58 students) and control group (N=50 students). The experiment group received the computerized multi-media instruction and the control group received the conventional instruction respectively. The activities of instruction lasted for two weeks. An achievement test was given to the two subject groups before the instruction. The same test was also given to the subjects immediate and six-week-delay after the instruction. In addition, the subjects also received the opinion questionnaire right after the instruction. Further, the results of this study were analyzed by SPSS program. The result of statistics shows that students of both groups made a progress in mean scores of their achievement test after their learning, but the students of the experiment group made much more progress. By the analysis of covariance, taking the pretest score as a covariance, there is no significant difference between the post-test score of the two groups; However, there is a significant difference in, the six-week-delayed retention test score of two groups (p＜0.01); There is no significant difference in the post-test score of four types of items between the two groups; However, there is a significant difference in the six-week-delayed retention test score on knowledge level and comprehension level between two groups (p＜0.01). In the experiment group, there is no significant difference in the score of the achievement test of the male and the female students. In the experiment group, there are significant correlations among the post-test score, six-week-delayed retention test score, nature science score and academic achievement score (p＜0.001). Finally, the opinion of the students in the experiment group showed a positive attitude to this teaching method.