| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 97 === The purpose of this research was to assess effectiveness of formative assessment with feedback on students’ mathematics learning attitudes and academic achievements. A quasi-experiment design was adopted in this study. Nine classes of three junior high schools (305 8th grade students in total) at the counties of Changhua and Taichung were invited as samples. Three classes in each school were assigned randomly into three groups receiving different formative assessment treatment respectively, such as f-FAM-WATA (web-based formative assessment with feedback module), FAM-WATA (web-based formative assessment module), and traditional paper-pencil formative assessment. Both f-FAM-WATA and FAM-WATA modules are developed by Wang et.al.(2007). The learning topics is “quadratic equations” of middle school level. Data collections include pretests and posttests with instruments of “the questionnaire of mathematical learning attitudes” and “the achievement test on the quadratic equations.” Data analysis adopted ne-way analysis of covariance (ANCOVA) to test significant differences of student learning attitude and achievement among three groups. The correct answer rates between pretests and posttests of the experimental group is tested with a t-test for assessing impact of the f-FAM-WATA. Finally, student perception of the f-FAM-WATA is reported with descriptive statistics.
The findings of the study include:
1. Learning attitude toward mathematics among three groups
show no significant difference with the ACOVA. However,
the f-FAM-WATA group significantly higher than the other
groups in the subscales of “Learning processes”
and “Learning methods.”
2. Achievement on the “quadratic equations” of the f-FAM- WATA group performs better than the other two groups.
However, there is no significant difference exists
between f-FAM-WATA group and FAM-WATA group.
3. With the comparison of the correct answer rates between
achievement pretest and posttest of the f-FAM-WATA
group, it was found that misconceptions of students
on “quadratic equations” have significant improved.
4. Most of the f-FAM-WATA group students perceive that the
f-FAM-WATA strategies are helpful and effective.
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