The effects of computer teaching methods on student learning performance and classroom interaction

• Main Authors: Yu-Liang Tsai, 蔡禹亮
• Other Authors: Huei-Min Wu
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/36070741775411275566

碩士 === 南華大學 === 教育社會學研究所 === 92 === 　　The main purpose of this study was to investigate how teaching methods influence students'' learning performance and classroom interaction in the computer class. In addition, this study also examined how background resources influenced achievement in information education. 　 　　The study was carried out in the form of quasi-experimental design, aided by structural observation, questionnaire survey, and interview at the end of the semester. The experiment included two teaching methods: the multi-session teaching method, and the one-session teaching method. The instruments included questionnaire surveys, Interaction Observation Checklist, and Homepage Record. 　 　　The subjects were elementary students in an elementary school in Zhu-Chi, Chia-Yi. The results were analyzed by t-test, ANOVA, ANCOVA, and Pearson correlation. 　 The major findings were as follows: 　 1) There was a significant difference in academic achievement between students of different background resources. 　 2) At the end of the semester sixty-six percent of the students preferred the multi-session teaching method. Among them, more than 70% were of middle or low ability students. 　 3) At the end of the semester, the students in the multi-session teaching method class had a higher self-evaluation score on computer skills than the students in the one-session teaching method class. 　 4) There was no significant difference in learning achievement, performance in homepage production and self-evaluation on computer knowledge and attitude between students of different teaching methods. 　 5) The students in the multi-session teaching method class were more positive than those in the one-session teaching method class in terms of feeling toward computer class, work load, and anticipation to the class. They also felt that they had better concentration in computer class than in their normal class. 　 6) The students in the one-session teaching method class felt they had more practice time than the multi-session teaching method class. They also felt they were quieter in the computer class than in the normal class. 　 7) There was more classroom interaction in the multi-session teaching method class than in the one-session teaching method class.