臺灣博碩士論文加值系統

本論文主要探討針對國民中學數學幾何圖形單元的教學方式，電腦輔助教學法與傳統講述教學法對不同年級、性別、學習能力等不同面向之學生於學習態度與學習成效上之影響，同時亦分析學生於數學課程中加入電腦作為教學輔具時的學習表現與滿意度。本研究以台灣中部某國中的學生作為研究對象，其中包含一年級學生333名與三年級學生307名，並依對照實驗法分成實驗組與對照組以作比較。過程以每堂45分鐘，共計10堂課共450分鐘的教學進度進行實驗教學。研究方法除了針對學生進行學習態度量表問卷、學習成果評量及學習情境滿意度問卷等分析外，亦邀請多位教師參與問卷調查，作為學生學習成果分析研究時之輔助資料。
根據本研究教學實驗結果顯示，採用電腦輔助教學法的實驗組學生在學習成果評量分數之進步幅度略優於採用傳統講述教學法的對照組學生，而實驗組中低分群的學生的進步幅度亦明顯優於高分群學生的進步幅度。由此可知，電腦輔助教學能提升學生學習興趣與學習成效之表現。此外，在不同性別學生對使用電腦學習情境滿意度問卷中顯示，男學生滿意度的情形整體都優於女學生，並於提升學習興趣與學習動機之效益上持正面回饋。但其成績進步雖有提升，卻未達顯著差別水準。針對此項問題，本研究另外邀請多名國中數學教師進行問卷調查分析，得知主要原因有兩點：一為教學課堂中，因軟體或介面操作上發生問題，需要花費時間教導學生如何操作。二是網路設備不足、訊號不穩導致電腦斷流或延遲，影響教學流程。由本研究之實驗分析結果可知，電腦輔助教學確實能提高學生學習興趣與增加學習動力。但若要更進一步提升學生在幾何相關數學單元的學習成效，則需要協助教師與學生熟悉電腦與軟體介面的操作，且保持良好的網路支援空間。本研究之結果可作為學校推動數位教學以提升學習成效之參考。未來若要持續推動數位教學，建議學校可以規劃安排教師與學生對電腦輔助教學軟體與介面操作之學習，並升級校園網路教學設備。

This dissertation aims to study the effect of digital teaching method with computer and traditional teaching method on the learning attitude and learning effectiveness of students with different grades, gender or learning abilities while learning the geometry lessons. The learning performance and satisfaction of using computers as teaching aids in geometry lessons is also our main analytical objective. The students involved in this research are from a public junior high school in the middle of Taiwan, including 333 seventh graders and 307 ninth graders. By means of controlled experiment, they are divided respectively into experimental groups which are learning with computers and control groups which are learning in the traditional way. The teaching experiment is carried out in a total time of 450 minutes, 10 sessions of the geometry lessons with 45 minutes per session. In addition to the analysis of students' learning attitude questionnaire, learning outcome assessment and learning situation satisfaction questionnaire, a number of teachers are invited to participate in the questionnaire survey, which is used as an auxiliary data for the analysis and research of students' learning outcome.
The analysis of the teaching experiment results shows that the learning outcome of the students' in the experimental group, who adopt the computer digital teaching method, improves slightly better than the students in the control group, who adopt the traditional teaching method. It also shows that the extent of the progress of the students in the low-scoring group in the experimental group is significantly higher than the students in the high-scoring group. These results indicate that using computers in teaching can improve the students' interest and effectiveness in the learning process. Additionally, the overall satisfaction of male students using computers as learning aids is better than that of female students, and have positive feedback on the benefits of improving learning interest and learning motivation. However, even if their learning outcome improves, it can't tell a significant difference than they used to. For this issue, a number of junior high school math teachers are invited to perform a questionnaire survey about the situation they acrossed in digital teaching. We find out two major resulting reasons. One is that due to software or interface operation problems in the teaching class, teachers need to take some time to teach students how to operate. The second is the lack of network equipment, and the unstable signal leads to interruption or delay of the computer. From the analysis of this study, it can be seen that using computers in teaching can actually improve students' interest and increase learning motivation. However, in order to further improve students' learning effectiveness in geometry-related mathematics lessons, teachers and students need to be familiar with the operation of computers and software interfaces, also the network environment needs to remain stable. This study can be used as a reference for schools to promote digital teaching to improve students' learning effectiveness. If they want to promote digital teaching continuously in the future, it is suggested that schools can arrange a course of using the equipment and the software that the digital teaching requires for both teachers and students, and upgrade campus network equipment.

目 錄
摘要........................................................ i
ABSTRACT...................................................iii
誌謝........................................................ v
第一章 緒論.................................................. 1
1.1 研究背景與動機........................................... 1
1.2 研究目的................................................. 3
1.3 論文架構................................................. 3
1.4 研究範圍與限制............................................ 5
第二章 文獻探討............................................... 7
2.1 數學領域教學探討.......................................... 7
2.2 行動裝置於電腦應用教學現況..................................9
2.3 電腦輔助教學............................................ 14
2.4 電腦應用於數學教學探討................................... 16
第三章 研究方法.............................................. 21
3.1 研究設計................................................ 21
3.2 研究對象與實施內容....................................... 23
3.3 研究流程................................................ 26
3.4 研究工具................................................ 28
3.5 資料處理與分析........................................... 36
第四章 研究結果與討論........................................ 43
4.1 不同教學模式學習效益之差別分析............................ 43
4.2 針對高分群在不同教學模式下之學習差別分析................... 49
4.3 針對低分群在不同教學模式下之學習差別分析....................56
4.4 不同性別在融入電腦教學的學習差別分析...................... 63
4.5 不同年級在融入電腦教學的學習差別分析................. 67
4.6 電腦學習情境滿意度分析.......................... 71
4.7 教師端對於電腦教學成效與實施問題調查分析................ 88
第五章 結論與建議....................................... 95
5.1 研究結論.............................................. 95
5.2 研究建議...................................... 96
5.3 未來研究方向............................... 97
參考文獻.......................................... 100
附錄一、態度量表........................................... 107
附錄二、平板電腦學習情境滿意度問卷.................... 109
附錄三、國中一年級學習成果評量........... 112
附錄四、國中三年級學習成果評量.............. 112

圖目錄
圖 3-1 研究流程圖 ................ 27
圖 4-1 一、三年級實驗組成果評量成長圖.................. 68
圖 4-2 一、三年級實驗組高分群成果評量成長圖................. 69
圖 4-3 一、三年級實驗組低分群成果評量成長圖............... 70

表目錄

表 3-1 實驗設計之研究變因表 23
表 3-2 教學研究樣本之人數與性別分布表 24
表 3-3 學習成果評量試題可靠性統計表 29
表 3-4 一年級學習成果評量前測試題雙向細目表 29
表 3-5 三年級學習成果評量前測試題雙向細目表 30
表 3-6 一年級成果評量試題難度分析表 30
表 3-7 三年級成果評量試題難度分析表 30
表 3-8 一年級成果評量試題高低組反應之顯著性 31
表 3-9 三年級成果評量試題高低組反應之顯著性 31
表 3-10 態度量表問卷題目分量表所分布情形 32
表 3-11 態度量表問卷題目分布情形 33
表 3-12 態度量表信度 34
表 3-13 電腦教學法之教學滿意度分量表和題目分布 35
表 3-14 電腦教學法之教學滿意度問卷題目 35
表 3-15 學習效益研究資料分析表 38
表 3-16 滿意度情形研究資料分析表 39
表 3-17 一年級實驗組男女學生學習成果評量前測獨立樣本t檢定 40
表 3-18 一年級實驗組男女學生學習前測獨立樣本t檢定 41
表 3-19三年級實驗組男女學生學習成果評量前測獨立樣本t檢定 41
表 3-20 三年級實驗組男女學生態度量表前測獨立樣本t檢定 42
表 4-1 一年級學習成果評量前測獨立樣本t檢定 44
表 4-2 一年級實驗組與對照組態度量表前測獨立樣本t檢定 45
表 4-3 三年級學習成果評量前測獨立樣本t檢定 45
表 4-4 三年級實驗組與對照組態度量表前測獨立樣本t檢定 46
表 4-5 一年級實驗組及對照組前後測成對樣本t檢定 47
表 4-6 三年級實驗組及對照組前後測成對樣本t檢定 47
表 4-7 一年級實驗與對照組數學成果評量前測迴歸係數同質性檢定 48
表 4-8 三年級實驗與對照組數學成果評量前測迴歸係數同質性檢定 48
表 4-9 一年級實驗與對照組數學成果評量後測共變數分析 48
表 4-10 三年級實驗與對照組數學成果評量後測共變數分析 49
表 4-11 一年級高分群學習成果評量前測獨立樣本t檢定 50
表 4-12 一年級高分群態度量表前測獨立樣本t檢定 51
表 4-13 三年級高分群學習成果評量前測獨立樣本t檢定 52
表 4-14 三年級高分群態度量表前測獨立樣本t檢定 52
表 4-15 一年級高分群前後測成對樣本t檢定 53
表 4-16 三年級高分群前後測成對樣本t檢定 54
表 4-17 一年級高分群數學成果評量前測迴歸係數同質性檢定 54
表 4-18 三年級高分群數學成果評量前測迴歸係數同質性檢定 55
表 4-19 一年級高分群數學成果評量後測共變數分析 55
表 4-20 三年級高分群數學成果評量後測共變數分析 55
表 4-21 一年級低分群學習成果評量前測獨立樣本t檢定 57
表 4-22 一年級低分群態度量表前測獨立樣本t檢定 58
表 4-23 三年級低分群學習成果評量前測獨立樣本t檢定 58
表 4-24 三年級低分群態度量表前測獨立樣本t檢定 59
表 4-25 一年級低分群前後測成對樣本t檢定 60
表 4-26 三年級低分群前後測成對樣本t檢定 61
表 4-27 一年級低分群數學成果評量前測迴歸係數同質性檢定 61
表 4-28 三年級低分群數學成果評量前測迴歸係數同質性檢定 62
表 4-29 一年級低分群數學成果評量後測共變數分析 62
表 4-30三年級低分群數學成果評量後測共變數分析 62
表 4-31 一年級實驗組男女學生前後測成對樣本t檢定 64
表 4-32 三年級實驗組男女學生前後測成對樣本t檢定 64
表 4-33 一年級實驗組男女學生數學成果評量前測迴歸係數同質性檢定 65
表 4-34 三年級實驗組男女學生數學成果評量前測迴歸係數同質性檢定 65
表 4-35 一年級實驗組男女學生數學成果評量後測共變數分析 66
表 4-36 三年級實驗組男女學生數學成果評量後測共變數分析 66
表 4-37 一年級及三年級實驗組態度量表前測獨立樣本t檢定 67
表 4-38 一、三年級實驗組前後測成對樣本t檢定 68
表 4-39 一、三年級實驗組高分群前後測成對樣本t檢定 69
表 4-40 一、三年級實驗組低分群前後測成對樣本t檢定 70
表 4-41 電腦滿意度在學習態度獨立樣本t檢定摘要 72
表 4-42 電腦滿意度在改善焦慮與自我期許獨立樣本t檢定摘要 72
表 4-43 電腦滿意度在學習效能獨立樣本t檢定摘要 73
表 4-44 電腦滿意度合理性與可行性方面之各題獨立樣本t檢定摘要 74
表 4-45 電腦滿意度在滿意度獨立樣本t檢定摘要 74
表 4-46 不同年級實驗組平板學習滿意度獨立樣本t檢定 75
表 4-47 一年級高低分群在電腦滿意度學習態度獨立樣本t檢定摘要 76
表 4-48 三年級高低分群在電腦滿意度學習態度獨立樣本t檢定摘要 76
表 4-49 一年級高低分群在改善焦慮與自我期許獨立樣本t檢定摘要 77
表 4-50 三年級高低分群在改善焦慮與自我期許獨立樣本t檢定摘要 77
表 4-51 一年級高低分群在學習效能獨立樣本t檢定摘要 78
表 4-52 三年級高低分群在學習效能獨立樣本t檢定摘要 78
表 4-53 一年級高低分群在合理性與可行性獨立樣本t檢定摘要 79
表4-54三年級高低分群在合理性與可行性獨立樣本t檢定摘要 79
表 4-55 一年級高低分群在滿意度獨立樣本t檢定摘要 80
表 4-56 三年級高低分群在滿意度獨立樣本t檢定摘要 80
表 4-57 一年級實驗組高低分群平板學習滿意度獨立樣本t檢定 81
表4-58三年級實驗組高低分群平板學習滿意度獨立樣本t檢定 81
表 4-59 一年級不同性別在學習態度獨立樣本t檢定摘要 82
表 4-60 三年級不同性別在學習態度獨立樣本t檢定摘要 82
表 4-61 一年級不同性別在改善焦慮與自我期許獨立樣本t檢定摘要 83
表 4-62 三年級不同性別在改善焦慮與自我期許獨立樣本t檢定摘要 83
表 4-63 一年級不同性別在學習效能獨立樣本t檢定摘要 84
表 4-64 三年級不同性別在學習效能獨立樣本t檢定摘要 84
表4-65 一年級不同性別在合理性與可行性獨立樣本t檢定摘要 85
表 4-66 三年級不同性別在合理性與可行性獨立樣本t檢定摘要 85
表 4-67 一年級不同性別在滿意度獨立樣本t檢定摘要 86
表 4-68 三年級不同性別在滿意度獨立樣本t檢定摘要 86
表 4-69 一年級實驗組不同性別平板學習滿意度獨立樣本t檢定 87
表4-70三年級實驗組不同性別學習滿意度獨立樣本t檢定 87
表4-71 教師年齡樣本分析 89
表 4-72 電腦進行教學時學習之概況分析 90
表 4-73 電腦軟體操作問題的分析 91
表 4-74 電腦硬體設備問題的分析 92

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