A Study on That the Multimedia Instruction Method And the Didactic Instruction Method Affect Students' Learning Effectiveness of the Subject "Nature and Life Technology"- Taking the Section "the Formation of Organism" for Example

• Main Authors: Yu-Ching Hsu, 許玉靜
• Other Authors: Chu-Hsun Kuo
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/16096732744725342758

碩士 === 明道管理學院 === 教學藝術研究所 === 95 === A Study on That the Multimedia Instruction Method And the Didactic Instruction Method Affect Students’ Learning Effectiveness of the Subject “Nature and Life Technology” — Taking the Section “the Formation of Organism” for Example Advisor： Chu-Hsun Kuo, Ph. D. Author：Yu-Ching Hsu Abstract The present study aimed to explore the effects that instruction methods have on junior-high-school students’ learning effectiveness of the subject “nature and life technology.” It was desirable to understand what the multimedia instruction method affects on students’ learning effectiveness of the two parts “the operation of the microscopes” and “the observation of animals’ and plants’ cells.” The subjects in the present study were 73 students in a junior high school in Kaohsiung County. They were divided into two groups. The experimental group received the multimedia instruction method, and the control group received the didactic instruction method. The pretest-posttest nonequivalent quasi-experimental design was employed to operate the quantity research. The research instruments included “the check list of the operation of the microscopes,” “the achievement test of the operation of the microscopes,” and “the achievement test of the observation of animals’ and plants’ cells.” The subjects were evaluated by the three research instruments. The results of skill operation were statistically dealt with by χ2; the ones of the cognitive tests were by t-test and ANCOVA. The research hypotheses were tested by the three above statistical research instruments. In the quantity research, it was found in the part “the skills of the operation of the microscopes” that there is significance between the experimental and control groups only when they pressed out the bubbles with the tips of their pens and adjust the light circle. No significance existed in the experimental and control groups’ “the cognition of the structure of the microscopes” and “the observation of animals’ and plants’ cells.” According to the results from the open questionnaire, most subjects in the experimental group hoped that the researcher can keep instructing by the multimedia instruction method. However, more descriptions and figures should be added in the design of the instruction multimedia. Keywords：multimedia instruction method, didactic instruction method, learning effectiveness