Assessing Effectiveness of Integrating a Web-based Diagnostic Assessment Module with Remedial Instruction on 7th Grade Students’ Mathematics Learning—Topic on Addition and Subtraction of Integral Questions

• Main Author: 洪瑞盈
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/49327131997335242135

碩士 === 國立彰化師範大學 === 科學教育研究所 === 95 === Assessing Effectiveness of Integrating a Web-based Diagnostic Assessment Module with Remedial Instruction on 7th Grade Students’ Mathematics Learning—Topic on Addition and Subtraction of Integral Questions Abstract The purpose of the study was to explore students’ mathematics misconceptions on the topic of ‘addition and subtraction of integral questions’ by adopting a web-based assessment, named the DiAM-WATA, and to assess effectiveness of a remedial instruction, based on students’ misconceptions, on students’ mathematics learning. Mayer(1987) framework on mathematics problem-solving is taken as a reference to examine students’ language knowledge, factual knowledge, and schema knowledge of mathematics problem solving. The results of the diagnosis were devoted to design of remedial instruction. The study adopts an action research approach. The subjects were 25 seventh grade students (male=12 , female=13) from a class of junior high school in Nantou County of Taiwan. Quantitative data were collected from a web-based two-tier assessment with the DiAM-WATA, the Mathematics Attitude Scale, the Mathematics Anxiety Scale. Qualitative data include interview transcripts, teaching journal, and student documents. The quantitative data are examined by nonparametric test, paired t-test, reliability analysis, bivariate correlation analysis, and ACOVA. The qualitative data are coded, analyzed, and compared. The results are as follows: (1) It is effective to examine students language knowledge, factual knowledge, and/or schema knowledge problems when they do mathematics problem solving by using the DiAM system. (2) Factors related to student misconception on mathematics problem solving are included gender and parents’ educational background. Male students‘ language problem is significantly higher than female students. Besides, parents’ educational backgrounds have signifycantly impact students’ mathematics misconceptions on whatever language knowledge, factual knowledge, and schema knowledge. (3) The implementation of remedial instruction designed according to student misconceptions can help students clarify their misconceptions. (4) The integrating web-based diagnosis with remedial teaching activities have positive effect on enhancing students’ attitude toward mathematics and on lowering students’ learning anxiety.