Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students
碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 96 === The main purpose of this study is to explore and analyze the influence of the achievement of the addition/subtraction unit, attitude towards study of mathematics and degree of accepting of mathematics course to the elementary students after a teacher employs...
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ndltd-TW-096NTNT54800132015-11-23T04:04:35Z http://ndltd.ncl.edu.tw/handle/54843613406092344540 Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students 透過數學遊戲對國小三年級學童進行加減單元補救教學之研究 Shi-fen Li 李世芬 碩士 國立臺南大學 數學教育學系教學碩士班 96 The main purpose of this study is to explore and analyze the influence of the achievement of the addition/subtraction unit, attitude towards study of mathematics and degree of accepting of mathematics course to the elementary students after a teacher employs mathematical game-based remedial instruction. The study conducted pre-test, post-test, postpone-test and questionnaire survey to determine program effectiveness. The pre-test selected 60 students of medium and poor performances and divided them into experimental and control group by S-shape grouping method. They received game-based and traditional remedial instruction respectively. The post-test evaluated the effectiveness of the game-based program. After six weeks after the program ended, a postpone-test was conducted to the experimental group to determine the long-term effectiveness. The Math Attitudes Scale survey was given to all subjects prior and after the program to analyze attitude changes. A feedback questionnaire was given to the experimental group.The results of study are as follows: 1. The difference on the post-test of two groups of pupils: After employing mathematical remedial instruction, the mathematics achievements of two groups of pupils all have apparent improvement. The Independent Sample t-Test shows that it has significant differences between the two groups. The achievement of the experimental group is better than the control group’s. 2. The difference on the postpone-test of two groups of pupils: The postponing effect of the experiment group is significant, but the control group’s is not. 3. Game-based remedial instruction is obviously superior to the traditional remedial instruction in the correct probability of the post-test and the postpone-test. 4. The attitude towards mathematics : The pupils accepting the game-based remedial instruction have obviously improvement in the mathematics attitude. 5. The degree of accepting of the pupils accepting the game-based remedial instruction : the pupils like this way of the game-based remedial instruction, the feedbacks of the pupils to the six games are positive and satisfied. Hsin-Min Sun 孫新民 學位論文 ; thesis 104 zh-TW |
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碩士 === 國立臺南大學 === 數學教育學系教學碩士班 === 96 === The main purpose of this study is to explore and analyze the influence of the achievement of the addition/subtraction unit, attitude towards study of mathematics and degree of accepting of mathematics course to the elementary students after a teacher employs mathematical game-based remedial instruction.
The study conducted pre-test, post-test, postpone-test and questionnaire survey to determine program effectiveness. The pre-test selected 60 students of medium and poor performances and divided them into experimental and control group by S-shape grouping method. They received game-based and traditional remedial instruction respectively. The post-test evaluated the effectiveness of the game-based program. After six weeks after the program ended, a postpone-test was conducted to the experimental group to determine the long-term effectiveness. The Math Attitudes Scale survey was given to all subjects prior and after the program to analyze attitude changes. A feedback questionnaire was given to the experimental group.The results of study are as follows:
1. The difference on the post-test of two groups of pupils: After employing mathematical remedial instruction, the mathematics achievements of two groups of pupils all have apparent improvement. The Independent Sample t-Test shows that it has significant differences between the two groups. The achievement of the experimental group is better than the control group’s.
2. The difference on the postpone-test of two groups of pupils: The postponing effect of the experiment group is significant, but the control group’s is not.
3. Game-based remedial instruction is obviously superior to the traditional remedial instruction in the correct probability of the post-test and the postpone-test.
4. The attitude towards mathematics : The pupils accepting the game-based remedial instruction have obviously improvement in the mathematics attitude.
5. The degree of accepting of the pupils accepting the game-based remedial instruction : the pupils like this way of the game-based remedial instruction, the feedbacks of the pupils to the six games are positive and satisfied.
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author2 |
Hsin-Min Sun |
author_facet |
Hsin-Min Sun Shi-fen Li 李世芬 |
author |
Shi-fen Li 李世芬 |
spellingShingle |
Shi-fen Li 李世芬 Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
author_sort |
Shi-fen Li |
title |
Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
title_short |
Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
title_full |
Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
title_fullStr |
Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
title_full_unstemmed |
Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students |
title_sort |
employing mathematical game-based remedial instruction in the addition/subtraction unit to third grade elementary school students |
url |
http://ndltd.ncl.edu.tw/handle/54843613406092344540 |
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