Employing Mathematical Game-based Remedial Instruction in the Addition/Subtraction Unit to Third Grade Elementary School Students

• Main Authors: Shi-fen Li, 李世芬
• Other Authors: Hsin-Min Sun
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/54843613406092344540

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.