The Effect of Digital Teaching Material Designs on Learning Achievementby Cognitively Diagnostic Assessment —Inclusion-Exclusion Principle as an Example

• Main Authors: Teng , Yi-Chun, 鄧怡君
• Other Authors: Chen , Ming-Jang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/34705084769089871879

碩士 === 國立交通大學 === 理學院科技與數位學習學程 === 99 === This research aims at discovering what influence it will have on students’ learning achievement through different presence of teaching materials and comparing the difference in each cognitive ability. However, it employs cognitively diagnostic assessment to analyze students’ mastery of each skill and finally applies Rasch model to investigate how teaching approaches will influence item difficulty. The research is targeted on inclusion-exclusion principle of mathematics for 10th graders. Experimental group accepts multimedia instruction with adaptive point and algebra teaching material designs. Controlled group accepts multimedia instruction with adaptive point and streaming presentation. Otherwise, researcher chooses the other students which accept traditional instruction without multimedia. The study called it ‘‘other group’’. Moreover, the study compares the gifted group to experimental group and controlled group. The research results are as follows : 1.Learning achievement : The students of medium learning achievement in experimental group perform better than controlled group. 2.Cognitive ability : (1)The students of medium learning achievement in experimental group perform better than controlled group on procedural knowledge. (2)The students of medium learning achievement in experimental group perform better than other group onconceptual understanding and procedural knowledge. (3)The students of medium learning achievement in controlled group perform better than other group on conceptual understanding. 3.Mastery of skills : (1)The students in experimental group perform better than controlled group on skill 4 and 5. (2)The students in experimental group perform better than other group on the full of 6 skills. (3)The students in controlled group perform better than other group on skill 2 and 3. 4.Mastery of skills : The teaching methods of experimental group and controlled group can reduce the degree of difficulty of some questions