The Study of Learning Effect in Mathematics Area and Volume Units by Multimedia Instructions

• Main Authors: LING YING-FAN, 凌映帆
• Other Authors: Hsieh Chin-Yuan
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/eb5hm4

碩士 === 高苑科技大學 === 資訊科技應用研究所 === 103 === The main purpose of the study is to investigate the differences in learning effect and interest of the mathematical area and volume units by the conventional instruction, power point presentation, and interactive projector teaching methods for high grade elementary school students. The subjects are from a certain class of the elementary school in Kaohsiung, which are consist of 22 students, using a textbook of the Nani version in volume 9, 10, and 11. The teaching comprises the conventional instruction, power point presentation, and interactive projector methods for 3 semesters to investigate students’ learning effects and interest. The students have to be tested in the mathematical examination after finishing each instruction. Then, the students’ scores are collected and analyzed for 3 semesters. In addition, a questionnaire survey is processed by filling out the questionnaire of students’ learning interest and attitude in different teaching types in order to understand the differences of three learning types. The statistic results are shown as follows: First, the results show that the interactive projector teaching method is better than those of the traditional instruction and the power point brief presentation in learning achievement. However, the traditional instruction and the power point brief presentation methods have no obvious differences in learning achievement. Second, in comparison with the traditional blackboard instruction and the power point brief presentation, the interactive projector method on learning motivation shows a significant difference by analyzing the questionnaire. Third, from the qualitative data collected, the results reveal that positive feedbacks of the traditional blackboard instruction are better than that of the power point brief presentation. Forth, for the learning achievement in the high-score and middle-score groups, 3 teaching methods have no obvious difference. However, interactive teaching shows an obvious improvement in the low-score group. Fifth, the standard deviation of interactive teaching is lower than those of traditional blackboard instruction and the power point brief presentation, which means the score gap decreasing in the class.