An Action Research on Interactive Response System (IRS) Applied to Instruction of Mathematics in Elementary School

• Main Authors: Tzu-Tsen Lin, 林姿岑
• Other Authors: Jen-Nan Chen
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/42262460961828153979

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 98 === This study was aimed to investigate current circumstance of Interactive Response System (IRS) applying, designing and developing instructional model of mathematics of the fifth grade in elementary schools. In addition, the research was aimed to analyze the effect of IRS on elementary learners’ learning of mathematics while employing IRS in instruction of mathematics in elementary school. Information was collected included qualitative and quantitative information of classroom observation, video recording, document analysis, interview, instructional observation record, instructional diary. Qualitative information was cross compared, contrasted, and checked by triangulation; quantitative information was analyzed by descriptive statistics and paired-sample t test. Research results and finding were: 1.The model of IRS applied to instruction of mathematics: In evaluating learning outcomes, Statistical Chart was used to display the result of learners’ answering questions; in Knockout Game, questions were designed from easy to complex and discussed; in Power Click, time for answering questions were orally limited. 2.The effect on the motivation of learning mathematics in applying IRS to instruction of mathematics: In “Motivation Scale of Mathematics Learning”, the result of pre- and post- test did not have significant difference. It was found that learners’ motivation in answering question and learning mathematics was increased, and they were more concentrated than usual when the teacher was explaining the question. 3.The effect on learners’ learning performance in mathematics after IRS was applied to instruction of mathematics: Learners with medium scores preferred this instructional model and made greater progress in mathematics in midterm examination. Learners with high scores and low scores did not have significant differences in midterm examination.