數位化補救教學對學生學習成效影響之後設分析

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數位化補救教學對學生學習成效影響之後設分析

Effects of Digital-based Remedial Instruction on Students’ Learning Achievement: A Meta-analysis

謝彩鳳 , Masters　　Advisor：廖遠光　　

繁體中文

數位化；補救教學；學習成效；後設分析； Digital-based ； remedial instruction ； learning achievement ； Meta-analysis

Abstract │ Reference (344) │ Times Cited (8) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

A meta-analysis was performed to synthesize existing research comparing the effects of Digital-based remedial instruction with traditional remedial instruction on students’ congnitive and affective achievement.
    The studies were located from four sources. For cognitive outcomes, there were 38 studies collected, and 15 studies on affective outcomes. The quantitative data of the collected studies were transformed into Effect Size（ES）. In addition, 21 studied variables were selected and each studied variable was analyzed by homogeneity test. The main findings of this study were summarized as follows:

1.    The whole effects suggest that Digital-based remedial instruction is more effective than traditional remedial instruction on both cognitive and affective 
learning. Their weighted ES were 0.3223 and 0.3178, respectively.

2.    One variable, tool reliability had a statistically significant impact on the mean ES of cognitive achievement.

3.    One variable, occasion of treatment had a statistically significant impact on the mean ES of affective achievement.

Based on these findings, some implications for future studies were suggested.

Reference ( 344 ) 〈TOP〉

王如哲（2010）。解析「學生學習成效」。評鑑雙月刊，27，26。
連結：
*王曉睿、蔡松男、林朝清、周建宏、王怡萱（2009）。數位學習科技期刊，
連結：
*方志良（2004）。網路輔助數學科補救教學對國中學生學習態度與興趣影響
連結：
*吳致秀（2006）。日語低學習成就學生補救教學模式之探討及相關問題之研究。
連結：
*吳鐵雄（1983）。電腦輔助教學之補救教學效果初探。教育心裡學報，16，
連結：

Times Cited (8) 〈TOP〉

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