Assessing Effectiveness of Integration Web-based Assessment with Mathematics Instruction on 7th grade Student's learning Achievement and Attitude:An Action Research

• Main Authors: Sue-Chuan Tseng, 曾淑娟
• Other Authors: Kuo-Hua Wang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/37512733341260245132

碩士 === 國立彰化師範大學 === 科學教育研究所 === 96 === The main purpose of the study is to investigate on how to implement of a web-based assessment integrated into seventh grade mathematics teaching and to assess effectiveness of its influence on student math learning achievement and attitude. An action research is adopted. One of the researcher’s seventh-grade classes (31 students) is invited to participate in this study. A web-based assessment, named the WATA system (Wang, Wang, Wang, & Huang, 2004), is integrated into mathematics teaching. Two modules of the WATA system, including a formative assessment module and a game-like assessment module, are used in the study. The action research consists of three phases goes through three months. During the process of assessment and teaching, the researcher continued to revise and improve the encountering problems and difficulties. The researcher also uses the WATA to analyze students’ misconceptions on topic of “a linear equation in one unknown.” The data collection consists of quantitative data and qualitative data. Quantitative data include surveys on student attitude toward mathematics learning, and student achievement tests. The data are analyzed by the SPSS for Windows 10.0 to deal with paired–samples t-test, one-sample t-test, and Cohen’s d. The qualitative data are made up of the researcher’s writing journal, students’ reflection journals, and transcripts on interview with students. The qualitative data are coded and treated with triangulation. Findings indicated that: 1. There are some difficulties we met while implementing web-based assessment integrated into mathematics teaching, such as student and teacher computer skills, the design problems of the WATA, and administrator and resources support etc. 2. Student achievement test score has significant improvement after the instruction. The effect size (Cohen’s d) of student achievement test is above 0.8. The case class students performances in mathematics in school monthly test became better and better comparing to other classes. 3. Students attitude toward mathematics learning express positively improving, but it doesn’t reach a significant effects. 4. The students’ main misconceptions of “a linear equation in one unknown” are: (1) errors in math writing mark simplifies and removes parenthesis, (2) mistakes in isometric axiom problem solving, and (3) mistakes in problem solving when a multinomial involves with the parenthesis expression.