教材表徵和學習風格對國中生數學學習成就之實驗研究

An Experimental Research for Teaching Material Representations and Learning Styles to Grades 6-9 Mathematics Achievement

金仲傑

指導教授 ： 吳美美

國立臺灣師範大學/教育學院/圖書資訊學研究所/碩士(2010年)

摘要

本研究主要在探討多媒體教材與傳統教材對不同學習風格的學習者學習國中幾何單元課程學習成就的影響，以供國中數學現職教師在考量學生之個別化差異，實施資訊科技融入教學，及發展或選用數學科多媒體教材之參考。
本研究採不等組前後測準實驗研究設計，以隨機取樣選取台中市某國中七年級二個班級共80位學生為研究對象，其中一班為實驗組，進行多媒體教材教學，另一班為控制組，進行傳統教材教學。實驗使用Kolb學習風格量表將學習者區分為「擴散者」、「調適者」、「聚斂者」和「同化者」四種學習風格。教學實驗所使用的多媒體教材係依據教學單元之教學目標，參考認知負荷理論及多媒體學習認知理論，並依照Sweller（2005）、Mayer（2001）和Atkinson（2005）所提的建議，由研究者自行編製而成。教學設計採用短教學時間設計，以避免不相關因素干擾，教學時間為四十五分鐘，教學內容取自國中八年級下學期幾何「平行與四邊形」單元，探究不同「學習風格」學習者分別接受不同「教材表徵」教學課程後在學習成就上的差異，並採用單因子共變數分析與事前比較檢定研究假設，檢定分析得到以下結論：
(一)在不同教材表徵下的學習者，其學習成就有統計上的顯著差異。接受多媒體教材教學學習者的學習成就高於接受傳統教材教學學習者的學習成就。
(二)「擴散者」、「調適者」、「聚斂者」和「同化者」四種學習風格學習者，其學習成就沒有統計上的顯著差異。
(三)在「傳統教材」下，不同「學習風格」學習者之學習成就沒有統計上的顯著差異。
(四)在「多媒體教材」下，不同「學習風格」學習者之學習成就沒有統計上的顯著差異。
(五)「擴散者」和「調適者」學習者之學習成就與「聚斂者」和「同化者」學習者之學習成就有統計上的顯著差異。
(六)在「傳統教材」下，「擴散者」和「調適者」學習者之學習成就與「聚斂者」和「同化者」學習者之學習成就有統計上的顯著差異。
(七)在「多媒體教材」下，「擴散者」和「調適者」學習者之學習成就與「聚斂者」和「同化者」學習者之學習成就有統計上的顯著差異。
本研究最後根據研究結果提出建議，以供現職教師、教育行政單位及後續相關研究者參考。

關鍵字

教材表徵 ； 學習風格 ； 數學 ； 學習成就 ； 認知負荷 ； 多媒體學習

並列摘要

This study mainly researches the influence on achievements, among the varied learning style learners, learning the unit of geometry between multimedia teaching materials and traditional teaching material in junior high school. As a result, it may provide as the reference to mathematics teachers in junior high schools to consider students’ individual differences, to apply technological teaching materials, and develop or select multimedia teaching materials.
The study applied the nonequivalent–groups pretest–posttest quasi–experimental design. The subjects chosen randomly are the eighty students in two classes of seventh grade students in a certain junior high school in Taichung City. One class serves as the experimental group providing multi-media teaching materials and the other is the control group carrying on traditional teaching materials. It is engaged the measurements of Kolb Learning Style Inventory, which divides those learners into four learning styles- Diverger, Accommodator, Converger and Assimilator. Multimedia teaching materials in this teaching experiment are made up by the researchers based on instructional objectives of teaching units, referred to Cognitive Load Theory along with Cognitive Theory of Multimedia Learning, and adopted the suggestions by Sweller(2005), Mayer(2001) and Atkinson(2005). The length of the instruction is forty-five minutes, a short teaching span, so as not to be interfered by irrelevant factors. Simultaneously, the teaching content is drawn from「Parallelism and Quadrilateral」 of the unit of geometry in eighth grade. It researches the differences after varied learning styles learners are exposed to different material representations. After that, the hypotheses are verified by the adopted ANCOVA and priori comparison, the results as following:
(A) Under varied teaching materials, the learners have a significant difference. The ones, exposed to multimedia teaching materials, have higher academic achievement than those are under traditional teaching materials.
(B) There is no statistically significant difference among Diverger, Accommodator, Converger and Assimilator.
(C) There is no statistically significant difference among different kinds of learning styles learners those are exposed to traditional teaching materials. Similarly, there is no statistically difference to those learners under multimedia teaching materials.
(D) There is a statistically significant difference to the two groups of learning styles learners between Diverger, Accommodator and Converger and Assimilator.
(E) There is a statistically significant difference those the two groups of learning styles learners, between Diverger, Accommodator and Converger, Assimilator, are exposed to traditional teaching materials. Similarly, there is a statistically difference to those learners under multimedia teaching materials.
Based on the results, this research is proposed several effective suggestions that could serve as the references applied by current teachers, educational authorities and researchers for future.

並列關鍵字

teaching material representation ； learning style ； mathematics ； learning achievement ； cognitive load ； multimedia learning

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