Study the Effectiveness of Implementing Web-based Dynamic Assessment system in an E-learning Environment: Improving Junior High School Students’ Conception of Weather and Climate.

• Main Authors: Chen-Yu Lin, 林真玉
• Other Authors: 王子華
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/71951155045538510280

碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === The purpose of this study of to examine the learning effectiveness of junior high school students by using two different kinds of Web-based dynamic assessments in order to improve their learning effectiveness and correct their misconceptions on the topic of ‘Weather and Climate’ in geography. This research as a quasi-experimental design and GPAM-WATA was applied. 58 students in a public junior high school in Miaoli County are divided into two groups randomly: Personal GPAM-WATA Group and Impersonal GPAM-WATA Group. These two groups take pretests of ‘weather and climate achievement test’ and ‘weather and climate two-tier diagnostic test’. Following the pretests, they then take posttests of ‘weather and climate achievement test’ and ‘weather and climate two-tier diagnostic test’. Based on the pretests and posttests, this research examines the result with statistical analysis and qualitative interviews, and the findings are followed: 1.The learning effectiveness of the Personal GPAM-WATA Group was significantly better than that of the Impersonal GPAM-WATA Group. 2.As to the adjustment of misconceptions, the Personal GPAM-WATA Group was significantly better than that of the Impersonal GPAM-WATA Group. 3.As to the underachievers in geography learning, the Personal GPAM-WATA Group was notably better than that of Impersonal GPAM-WATA Group. 4.As to the adjustment of misconceptions of the underachievers in geography leaning, the Personal GPAM-WATA Group was better than that of the Impersonal GPAM-WATA Group.