An Action Research on Integrating Information Technology into the Teaching and Evaluation of the Circular Diagram Unit for the Sixth Graders

• Main Authors: Hung HSIANG YAO, 洪祥堯
• Other Authors: 施淑娟 郭伯臣
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/38560393897355600445

碩士 === 亞洲大學 === 資訊工程學系碩士在職專班 === 97 === Abstract By taking the competence indicator 6-d-01 of the circular diagram unit and its related contents of the Nine-Year Integrated Curriculum as the domain of the study, the purpose of the research is not only to develop the teaching materials for mathematical and remedial instructions based on the knowledge structure theories but also to explore the teaching effects of these materials. In this study, the experimental instructions conducted by the researcher are proceeded with the four classes of the sixth grade in an elementary school of Taichung County. As the subject of the research, students of the sixth grade are divided into two groups, half of them who receive instructions with teaching materials designed by the researcher are classified as the experimental group, and those who receive instructions with textbooks are classified as the control group. After the implementation of experimental teachings, the Bayesian Network based Computerized Adaptive Test (BNAT) is carried on as a pretest to testify the efficiency of the self-designed teaching materials. With the error patterns analyzed from the pretest, the researcher offered the remedial instructions for students in the experimental group with the self-designed teaching materials and students in the control group with current teaching materials. After that, the computerized adaptive diagnostic test based on the Bayesian network is provided again as the posttest to explore the learning results of the self-designed teaching materials used in the remedial instructions. Furthermore, by means of the Bayesian Network, the accuracy rate of prediction for diagnosing students’ mistaken types and sub-skills are discussed in this study. And the rate of reducing test items and the forecast precisions of the Bayesian Network based Computerized Adaptive Test (BNAT) are estimated as well. Finally, through the learning style questionnaires, the differences in learning results due to students’ various learning styles are analyzed. The findings of this study are listed bellowed: 1. By using the self-designed teaching materials developed by the researcher for the remedial instructions, it is found that the average score of the experimental group in the pretest is higher than the average score of the control group (76.30>72.87). The remarkable difference after the examination shows that the self-designed teaching materials are effective for students’ learning. 2. After taking the remedial instructions, students of the experimental group have made great progress with the posttest. The average score of the experimental group in the posttest is 83.83. Comparing with the pretest, the notable difference attained by the examination shows that the remedial teaching materials designed by the researcher are truly helpful for students’ learning. 3. It is estimated that 34% of questions can be saved effectively by using the Bayesian Network based Computerized Adaptive Test (BNAT)and the accuracy rate of predication is up to 96%. 4. By means of the Bayesian Network, the uniformity of the mistaken types and sub-skills deduced from the Bayesian Network based Computerized Adaptive Test (BNAT) system is calculated. When the test is done to the full and well adapted, the uniformity rate of the mistaken types and sub-skills can reach 97.78% in the pretest and 98.37% in the posttest. 5.It is found that different learning styles can have certain influences on students’ learning achievements.