The Junior High School Mathematical Instructional Courseware and the Computerized Adaptive Diagnostic Test Developments Based on Bayesian Networks－On the Unit “Greatest Common Divisor and Least Common Multiple”

• Main Authors: Lin Ching Huang, 林清煌
• Other Authors: 郭伯臣
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/49491632923677355548

碩士 === 亞洲大學 === 資訊工程學系碩士在職專班 === 97 === The purpose of this study is to develop the digital teaching materials and computerized adaptive diagnostic test (CADT) grounded in Bayesian Networks of the unit “Factor and Multiple”, “Greatest Common Divisor and Least Common Multiple” in Seventh Grade Mathematical Class.Which apply to the teaching and the remedial teaching.That hope it can simultaneously achieve the teaching, the diagmosis of the assessment, the remedial teaching effects by a learning experiment. In order to examine the effects of the digital teaching materials, the subjects are divided into the experimental group and the control group. The teacher in the experimental group use the digital teaching materials, the teacher in the control group teaches in traditional methods. Then discuss the effects of the teaching, the remedial teaching, CADT, the remedial teaching on the digital teaching materials model according to the analysis of the teaching experiment. The results are: 1. After taking experimental instruction, 8.23 items are omitted and prediction accuracy can reach 93.11% of the unit “Factor and Multiple”. 7.30 items are omitted and prediction accuracy can reach 93.11% of the unit “Greatest Common Divisor and Least Common Multiple”. 2. After taking remedial instruction, 16.93 items are omitted and prediction accuracy can reach 88.25% of the unit “Factor and Multiple”. 11.10 items are omitted and prediction accuracy can reach 91.01% of the unit “Greatest Common Divisor and Least Common Multiple”. 3. With regard to the teaching effect, there is no significant difference on students’ average scores between the experimental group and the control group of the unit “Factor and Multiple”. The reason might be that the students have learned “Factor and Multiple” in elementary school, therefore they have abundant prior knowledge. The effect of the experimental group is better than the effect of the control group on the unit “Greatest Common Divisor and Least Common Multiple”. 4. With regard to the remedial teaching effect, the effect of the experimental group is significantly better than the effect of the control group on both of the two units. 5. In both of the two units, no matter the students in the high-scored subgroup, the middle-scored subgroup, or the low-scored subgroup of the experimental group , they have significant progress on their average scores with using the digital teaching materials. Moreover, the progress score of the low-scored subgroup is the most obvious.