資訊科技融入ARCS動機教學模式對國中數學低成就學生進行補救教學成效之探討

• Main Author: 黃啟順
• Other Authors: 王國華
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/18587901124858845304

碩士 === 國立彰化師範大學 === 科學教育研究所 === 100 === This research focused on assessing effects of a remedial instruction on learning of twelve 7th grader students the who accepted the “After School Alternative Program (ASAP)” by Ministry of Education due to their under achievements of mathematics. The remedial instruction integrating information technology in the course and combined with ARCS motivation model to explore the influences of this teaching model to the learning attitudes, motivations, and achievements of the mathematics underachievers, as well as the problems that the researchers may encounter. The researchers analyzed the learning characteristics of the twelve cases and selected "the graphs of linear equation in two variables" as the subject to implement the remedial instruction, Data collections include both quantitative data and qualitative data. After the research was carried out for 6 weeks (2011/07/04~2011/08/19), the conclusions have been reached as following: 1. The learning achievements of the most cases have obvious differences. In addition, the case students' mathematical learning attitude, the combinational performances of both confidence and anxiety for learning mathematics have significant differences in statistics. 2. the students' perceptions of the courses with information technology integrated with ARCS teaching model, they think A (attention) can let them more focusing on learning; R (relevance) can combine examples and the ordinary lives of cases; C (confidence) can let them have confidences to learn graphs of linear equation with two variables; S (satisfaction) can let them think that the obtained rewards and grades can prove their mathematical performances for affirmation. iii 3. the students' perception of the GeoGebra was helpful for them to deepen the impression of the linear equations in two variables, and this increased their attentions and interesting. In addition, they think GeoGebra was easy to operate and understand. Being as for the whole, they were positive to GeoGebra. 4. The problems encountered in the implementation of teaching with ARCS model were: it was not easy to discipline the students; the computer classrooms were limited for booking; the ability to solve the simultaneous equations was insufficient and unable to correspond to the graphs; the cases felt that their learning situations were good but unable to reach the threshold of reward; after the achievement tests, their scores were different from their expectations, and they attributed this by themselves to their inabilities of mathematics; it was difficult to design the teaching materials with information technology combined with ARCS motivational model. Eventually, the researchers summed up the results of the teaching study. The advices raised for those who are willing to implement ARCS model in the teaching activities to increase the learning effects of mathematics underachievers are: properly use the resources of the teaching materials on internet; understand students’ abilities of information technology; properly use rewarding system; diagnose students’ myths; encourage the discussions between peers; utilize multiple assesses. Abstract This research focused on assessing effects of a remedial instruction on learning of twelve 7th grader students the who accepted the “After School Alternative Program (ASAP)” by Ministry of Education due to their under achievements of mathematics. The remedial instruction integrating information technology in the course and combined with ARCS motivation model to explore the influences of this teaching model to the learning attitudes, motivations, and achievements of the mathematics underachievers, as well as the problems that the researchers may encounter. The researchers analyzed the learning characteristics of the twelve cases and selected "the graphs of linear equation in two variables" as the subject to implement the remedial instruction, Data collections include both quantitative data and qualitative data. After the research was carried out for 6 weeks (2011/07/04~2011/08/19), the conclusions have been reached as following: 1. The learning achievements of the most cases have obvious differences. In addition, the case students' mathematical learning attitude, the combinational performances of both confidence and anxiety for learning mathematics have significant differences in statistics. 2. the students' perceptions of the courses with information technology integrated with ARCS teaching model, they think A (attention) can let them more focusing on learning; R (relevance) can combine examples and the ordinary lives of cases; C (confidence) can let them have confidences to learn graphs of linear equation with two variables; S (satisfaction) can let them think that the obtained rewards and grades can prove their mathematical performances for affirmation.