| Summary: | 碩士 === 中華大學 === 資訊管理學系 === 105 === This study explores the change of learning efficiency and learning motivation of eighth-grade students who accepted “Instant Response System of Cloud Platform “ into physics and chemistry teaching. The students were divided into high, middle and low three groups according to their learning achievements, to explore the difference of learning efficiency between different groups. In this study, research subjects were eighth grade students (N=48) from a complete middle school in New Taipei City as the experimental group, with other students of the same grade (N=537) as the control group. Experimental teaching was conducted over the span of 12 weeks. The data used in comparison was " The Physics and Chemistry test results of eighth-grade second sectional exam after 6 weeks in spring semester ", " Physics and Chemistry test results of the third sectional exam after 12 weeks ", and "Physics and Chemistry learning motivation questionnaire". Considering the effects of pretests (results of eighth-grade first sectional exam in spring semester); the results of the pretest was used as covariance to analyze the learning efficiency with single factor covariance analysis. In regards to Physics and Chemistry motivation scale, the difference of Physics and chemistry learning motivation before and after the experiment was tested by dependent t-test, and the results were reviewed.
The results showed that after 6 weeks, the experimental groups have improved, but with no observable statistical differences. After 12 weeks, the experimental groups have improved and achieved a observable statistical difference. The learning efficiency of students from high and middle group although not significant after 6 weeks, saw considerable improvement over the control group at 12 weeks.
Learning efficiency of the low group of students after 6 weeks is lower than the control group, and there are significant differences between the learning group and the control group. The assumption is that students have low adaptability in new teaching method. There is no significant difference in learning efficacy between the two groups after 12 weeks. In the aspect of Physics and chemistry learning motivation, Physics and chemistry learning motivation of experimental groups has made remarkable progress and statistical difference after the experimental teaching. Among six dimensions of motivation scale, incentives of active learning strategies and learning environment have improved significantly. Finally, it is suggested that follow-up researchers should design teaching plans to enhance the learning confidence for students with low learning efficiency.
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