A Study of Effects of Internet-aided Teaching in Mathematics: Taking Integral Four Fundamental Operations of Arithmetic Calculation for an Example

• Main Authors: LEE, YI-TING, 李宜庭
• Other Authors: LIN, SHEAU-WEN
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/29627366464587523937

碩士 === 國立屏東大學 === 科普傳播學系數理教育碩士班 === 105 === The purpose of this study was to explore teaching effects in the use of asynchronous internet-aided teaching to help students learn the four operations of arithmetic calculation. In this study, Junyi Academy, an internet-aided teaching platform, was used as a teaching aid to assist teaching mathematics. By adopting convenience sampling, 60 elementary school students were invited as the subjects. Thirty students took the traditional teaching with internet–aided teaching as the experimental group and the other 30 students underwent the traditional instruction plus homework as the control group. The quasi-experimental design was used to compare their differences. These two groups of students were respectively given 13 questions in pre-test and post-test and ANCOVA test was given to compare the difference and effect of these two teaching methods. Besides, an in-depth analysis was made to understand the changes in some students. Students were divided into 3 sub-groups-high, middle, and low, and one student was taken out randomly from each sub-group, 3 in total for each group. Students’ work sheets were collected and analyzed to explore and understand the changes. The results of the ANCOVA test showed that there were significant differences between the two groups (P< .05) with a small difference. It was found, after making comparison of average values, that the scores from experimental group was 8.63 higher than the control group. The effect size is small, .04. Through the in-depth data analysis form 6 cases, it was found that students taking four operations were easy to make mistakes in the following six situations: mistaking in seeing operation symbols or number(e.g. + written into -), mistaking in writing operation symbols or number(e.g. + written into ×) , the first step in making mistakes(multiply or divide), first multiply, divide, then add and minus, and the final answer is wrong, missing writing answers. In these six situations of making mistakes, we found that 3 students of the experimental group made fewer mistakes than the control group when doing their worksheets. The correct rate was respectively 92% and 83 % when doing exercise for homework. In pre-test and post-test, 3 students of the experimental group improved better, getting 28 more points (7+0+21)in total, and 3 students in control group made less progress, redcuing-21 points (-14+0-7)in total. In the four operations of algebraic calculation, when comparing number and quantity, 3 students of the experimental group made one fewer mistakes and those of the control group made two more mistakes in algebraic questions. When comparing number and quantity in pre-test and post-test, 3 students of the experimental group made 3 fewer mistakes and 3 students of the control group made one more mistake. This change in learning showed that 3 students of the experimental group made more progress, faster progress and reducing mistakes.