| Summary: | 碩士 === 南華大學 === 資訊管理學研究所 === 96 === The purpose of this study was to understand the influence on junior math underachievers'' achievement and attitudes after using the digital game software as remedial teaching. A quasi-experimental design was used with 96 students of fourth grades in Chaiyi 6 elementary schools,and seven teaching experiments were conducted. "The Math Attitude Survey","The Math Achievement Survey " were adopted as instruments of analysis. The independent variables were the teaching method, the ability standard, and the dependent variables were the learning achievements and the learning attitudes. The data were analyzed by using "Two-way MNOVA"、"Independent-Sample t test"、"paired-sample t test" to analyze the collected data.
The main findings were as follows：
1.The effects of digital-game-embedded teaching were better than those of Lecture Teaching .
2.There were no significant differences in the performances between high and low level underachievers after the remedial teaching strategies.
3.There were no interaction effects between math degrees and remedial teaching strategies.
4.The students''mathematics learning attitudes of digital-game-embedded remedy teaching were better than those of Lecture teaching .
5.The remedial teaching of using the digital game can reduce student''s math anxiety, and promote student''s math leaning confidence.
6.There were no significant differences in students'' math attitude between high and low level underachievers after the remedial teaching strategies.
7.There were no interaction effects on students'' math learning attitude between math degrees and remedial teaching strategies.
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