不同課後休閒活動類型對不同教學法之多媒體教材在學習成效上的分析－以國二自然科「莫耳概念」為例

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doi:10.6842/NCTU.2009.00353

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不同課後休閒活動類型對不同教學法之多媒體教材在學習成效上的分析－以國二自然科「莫耳概念」為例

The Analysis on Learning Achievement in Different Types of After-school Recreations with Different Types of Multimedia Teaching Courseware － Using "Mole Concept" as an Example for the 8th Grade Students

羅鈺群 , Masters　　Advisor：陳登吉　　

繁體中文 DOI： 10.6842/NCTU.2009.00353

多媒體輔助教學；休閒活動；學習成效； multimedia courseware ； recreations ； learning achievements

Abstract │ Reference (65) │ Times Cited (2) │ Altmetrics

Abstract 〈TOP〉

Parallel Abstract 〈TOP〉

Abstract
Recreations have become a part of people's lives. The researcher wants to know whether students’ long-time engagement in their recreations will make an impact on their learning and influence on their learning achievement. Besides, if teachers design different multimedia course materials according to the characteristics of different student recreations, will this influence students’ learning achievement? In this thesis, the researcher selected "mole concept" unit in Science and Technology as a teaching unit since it needs more logical reasoning.
This study adopted a quasi-experimental design. Three the eighth grade classes (a total of 107 students) in Miaoli were recruited . The experiment material is the “mole concept” unit in Science and Technology. This research aims to study and analyze the learning achievement of students of different recreations after they accept the multimedia course materials which are based on different teaching methods.
The main results of the study are：
(1) After accepting problem-oriented multimedia course materials, the learning achievement of the students whose recreations are logic-based are obviously better than those of the other two kinds of recreations.
(2) After accepting story-oriented multimedia course materials, the learning achievement of the students whose recreations are non-logic-based are better than those of the other two kinds of recreations.
 (3) After accepting general multimedia course materials, the learning achievement of the students whose recreations are logic-based and non-logic-based are better than neutral students.
(4) After accepting problem-oriented multimedia course materials, the learning achievement of the students whose recreations are logic-based are better than those of the other two kinds of recreations. 
(5) After accepting story-oriented multimedia course materials, the learning achievement of the students whose recreations are non-logic-based are better than those of the other two kinds of recreations. 
(6) The students of neutral recreations have no significant differences in their learning achievement no matter they accept which kind of multimedia course materials.

The conclusions of this study are: students of logic-based recreations can achieve better learning achievement after accepting problem-oriented multimedia course materials. Students of non-logic-based recreations can achieve better learning achievement after accepting story-oriented multimedia course materials. The researcher hence suggests that if teachers can design different adaptive materials according to their students’ recreation types, then the students can have significant learning achievement.

Reference ( 65 ) 〈TOP〉

Alessi, S. M., & Trollip, S. R. (1984). Computer-based instruction: Methods and development: Prentice-Hall, Inc. Upper Saddle River, NJ, USA.
連結：
Anderson, J. R., Reder, L. M., & Simon, H. A. (1996). Situated learning and education. Educational researcher, 25(4), 5.
連結：
Ayres, P., & Sweller, J. (2005). The Cambridge handbook of multimedia learning.
連結：
Emiliani, C. (1995). Redefinition of atomic mass unit, Avogadro constant, and mole. Geochimica et Cosmochimica Acta, 59(6), 1205-1206.
連結：
Griffith, M. L., Lamancusa, J. S., Jorgensen, J. E., & Velez, J. (1997). Multimedia courseware to enhance the classroom experience.
連結：

Times Cited (2) 〈TOP〉

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