| Summary: | 碩士 === 嘉南藥理大學 === 觀光事業管理系 === 103 === This study aims to discuss the effects of multimedia teaching method on effectiveness and learning retention of learning hot spring course among lower grade elementary school students, and to understand the opinions of the parents and students.
This study was based on quasi-experiment design, and learning contents of hot spring learning webpages. The subjects were 102 students from 4 second grade classes; two different types of teaching method, which are, “text, images, and films with sound” and “text, images, films with sound and interactive computer games ”, were applied to each of the 2 classes.
Before the teaching experiment, all 4 classes received pre-test of “Taiwan hot spring achievement test”. The experiment covered a total of 8 classes, and all 4 classes were taught by the researcher. At the end of the teaching experiment, the 4 classes received the post-test of “Taiwan hot spring achievement test”, and filled out the “Multimedia teaching questionnaire”. Twelve students and four parents from each class were randomly selected for semi-structural interview. The results were used as supplementary data for this study, in order to learn about the students’ opinions on the various presentation methods of the multimedia teaching approaches. One month after the experiment, postponed-test of “Taiwan hot spring achievement test” was conducted to learn about the students’ learning retention.
The main findings are as below:
1.On the effectiveness of learning hot spring course, the experimental group is better than the control group.
2.On the effectiveness of learning retention of learning hot spring course, the experimental group is better than the control group.
3.Most lower grade elementary school students expressed positive comments and opinions on these two different forms of multimedia teaching.
4.Most lower grade elementary school students’ parents expressed positive comments and opinions on these two different forms of multimedia teaching .
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