| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === The purpose of this study was to assess effectiveness of web-based feedback formative assessment embedded into science instruction on student achievement and motivation., Factors such as learning motivation, gender, and misconceptions are considered as variables to be investigated. An action research was adopted in this study, which processed three circles for eight months. The learning topics include “nervous system”, “endocrine system”, “animal behavior”, “plant response to the environment”, and “coordination of systems.” The subjects are three classes in the seventh grade taught by the researcher, and are randomly assigned into three groups. The three group students receive the same instruction method with different formative assessment strategies. The experiment class (35 students in total) received a web-based formative assessment with feedback module, named “f-FAM-WATA.” On the other hand, the control-a group (35 students) receive a web-based formative assessment with no feedback module, named "FAM-WATA", and the control-b group (36 students) receive a "traditional paper-pencil test". Instruments such as, “students’ motivation towards science learning (SMTSL)” and “Achievement Test on Coordination of systems” are adopted as the research tools. The pre-test, post-test and delayed post-test of achievement tests are given to all the subjects. The collected quantitative data are analyzed with Levene test, paired–samples t-test, Analysis of Covariance and Cohen’s d. Data collections also include qualitative data, such as teaching journal, students’ weekly learning report, and interviews. Constant comparison method and triangulation method are used to make assertions for the findings. The results of this study are summed up in the following:
1.According to the result of ANCOVA, there are significant differences in changes of student motivation with different formative assessment strategies. The experiment group students show significantly higher than the other two control groups in learning motivation(p＜.05), particularly for the male students. Students’ motivation changes significantly in the dimension of “science learning value" and "learning environment stimulation (p <.05).”
2.It also found that students’ learning achievement have significant differences after instruction with various formative assessment strategies. The experimental group perform better than the other two control group on the post-test (p<0.01) and the delayed post-test(p＜.05）.
3.For the experiment group, instruction with feedback formative assessment is found to have a positive effect on helping students clarifying misconceptions of “coordination of systems.” The students with high background knowledge clarify 39.56% misconceptions, while the students with low background knowledge have 30.49% clarification as well.
4.The effect size on the achievement performance of the experiment between the pre-test and post-test shows a statistically significant difference( p＜.001) and the Cohen’s sd is 2.13.
5.There is no gender difference on learning achievement, but the male students score higher than the female students.
6.The experiment group students generally perceive the "f-FAM-WATA" as a good tool which can help their learning. The average of rating for the “f-FAM-WATA” strategies is above 3.8.
Suggestions for using the “f-FAM-WATA” in teaching design will be presented in the research.
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