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題名 | 電腦多媒體對國小學生學習自然科之成效研究 |
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作者 | 賴正山; 黃世傑; | 書刊名 | 科學教育 |
卷期 | 5 1994.05[民83.05] |
頁次 | 頁1-26 |
分類號 | 523.46 |
關鍵詞 | 多媒體; 自然科; 國小學生; 電腦; 學習; |
語文 | 中文(Chinese) |
中文摘要 | 本研究的目的是運用電腦多媒體系統,來設計、製作國小自然科教材 的各類型視聽媒體,將之拿來進行教學,用以探討教師自製的電腦多媒體在教學 上對學生學習成就的影響。本研究選擇國小自然科六年級下冊「人類特徵的遺傳」 單元,作為實驗研究的教材,利用微電腦的彩色繪圖系統和影像處理系統,接受 來自錄影帶、錄音帶、及靜畫等教學資源,再經過電腦畫面處理,設計及製作成 「單元概念」之教學內容。本研究中,所研製成的套裝視聽媒體,有透明片(TP 片)、錄影帶及靜畫等,藉以作為教學資源,進行教學,增進學生的學習效果。 所發展的單元成就評量工具,經預試、難度、鑑別度分析,修改完成成就測驗卷 一份,其庫李信度達0.87。此外,並使用情意問卷,來收集學生對電腦多媒體教 學的接受程度。本實驗教學之學生共兩班,以隨機方式,指派一班為實驗組,學 生58名,一為控制組,學生50名,由研究者分別進行電腦多媒體教學及傳統口 授教學,同時進行兩週教學。教學前、後及教完一個半月後,使用相同單元成就 評量工具,獲得學生的學習成就資料,利用SPSS程式作平均數、共變數及相關 分析。結果顯示,兩組學生於學習後,學習成就測驗成績之平均數均進步,但以 實驗組的學生,進步幅度較大。從共變數分析上來看,以前測成績為共變數,兩 組間在後測成績上無顯著差異;但經過一個半月後之延宕測驗成績上,兩組間則 有顯著差異 (P<0.01);兩組學生在後測之四類題目之學習成效上並無顯著差異;但 於延宕測驗中,知識及理解兩類題目之學習成效則達顯著差異 (p<0.01);此外,實 驗組之男、女學生的學習成就沒有顯著差異。實驗組學生之後測、延宕測驗成績 與其自然科成績、學業總成績之間有顯著相關存在 (P<0.001)。由情意問卷之分 析得知,實驗組的學生對此項媒體教學的方式,呈現積極正向的反應。 |
英文摘要 | The purpose of the research was lo examine the effectiveness of teachermadscomputerized multi-media upon the Nature Science learning of students inelementary school. The research selected the unit " Heredity of Human Features"on the Book Twelve of nature science of elementary school in Taiwan. In thisresearch, the teacher-made packaged computerized multi-media includetransparencies, video- tapes and still pictures. The computerized multi-mediawere made by using computer graphics system and image processing system whichreceive the instructional resources from video-tapes, audio-tapes and stillpictures. By means of the packaged computerized multi-media, the researchertaught and enhanced the learning effect of students. The Kuder-Richardsonreliability of the developed achievement test reaches 0.87. A questionnaire wasadministrated to collect the data of students' opinions about computerizedmulti-media instruction. he subjects of the study included 108 elementary school students. Twoclasses were randomly assigned into the experiment group (N= 58 students) andcontrol group (N= 50 students). The experiment group received the computerizedmulti-media instruction and the control group received the conventionalinstruction respectively. The activities of instruction lasted for two weeks. Anachievement test was given to the two subject groups before the instruction. Thesame test was also given to the subjects immediate and six-week-delay after theinstruction. In addition, the subjects also received the opinion questionnaireright after the instruction. Further, the results of this study were analyzed bySPSS program. The result of statistics shows that students of both groups made aprogress in mean scores of their achievement test after their learning, but thestudents of the experiment group made much more progress. By the analysis of covariance, taking the pretest score as a covariance, there is no significantdifference between the post-test score of the two groups; However, there is asignificant difference in the six-week-delayed retention test score of twogroups (p< 0.01); There is no significant difference in the post-test score offour types of items between the two groups; However, there is a significantdifference in the six-week-delayed retention test score on knowledge level andcomprehension level between two groups (p< 0.01). In the experiment group, thereis no significant difference in the score of the achievement test of the maleand the female students. In the experiment group, there are significantcorrelations among the post-test score, six-week- delayed retention test score,nature science score and academic achievement score (p<0.001). Finally, theopinion of the students in the experiment group showed a positive attitude tothis teaching method. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。