A Study on Learning Effectiveness of Integrating Interactive Electronic WhiteBoard into Junior High School Genetics Teaching

• Main Author: 周彥均
• Other Authors: 簡一治
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/15527698713985009353

碩士 === 國立彰化師範大學 === 生物學系 === 100 === The study investigated the learning effectiveness of integrating interactive electronic WhiteBoard into junior high school genetics teaching, and discussed the difference caused by the two variants: gender and students’ level of Science (high, immediate, and low). The study can be used as a reference for teachers who intend to use interactive electronic WhiteBoard as a teaching aid. The subjects were 132 students of the seventh grade from four classes in a junior high school in Taoyuan. Subjects were divided into four groups. “Experimental group 1” received instruction in genetics along with interactive electronic WhiteBoard throughout the instruction. In “experimentary group 2” and “experimentary group 3”, the interactive electronic WhiteBoard is used as a supplement to the blackboard. “Experimental group 2” received instruction with interactive electronic WhiteBoard only in the difficult part of genetics. “Experimental group 3” received instruction with interactive electronic WhiteBoard only in the easy part of genetics. “Control group” received instruction with blackboard throughout the instruction. The experiment lasted for three weeks and took genetics as the main subject unit in the instruction. The results of the experiment are as follows: 1. The teaching strategy of integrating interactive electronic WhiteBoard into genetics teaching can promote the learning effectiveness. (1) In the immediate post-test and the retention post-test of the achievement tests in genetics, the average difference of the three experiment groups improved more than the control group, which implied better learning effectiveness and retention. (2) Among the three experiment groups, the average difference of the immediate post-test and the retention post-test of experiment group 1 and 2 improved more than the control group and the difference was significant. What’s more, experiment group 2 performed the best in learning effectiveness and retention. 2. There was no significant difference of the teaching strategy of integrating interactive electronic WhiteBoard into genetics teaching between genders. In other words, it showed no significant difference between male and female subjects. 3. Students’ level of Science would affect the learning effectiveness of genetics, but it did not show significant correlation with the teaching strategy.