| Summary: | 碩士 === 華梵大學 === 工業工程與經營資訊學系碩士班 === 107 === The research delves into the effects of Cuisenaire rods on lower grade students’ mathematical learning interests and learning achievement. A quasi-experimental study design has been adopted for the study where an experimental group largely uses Cuisenaire rods to explore mathematics and learn mathematical concepts, while a control group is taught traditionally with teacher-centered instruction. Pretest-posttest designs and math interest surveys are conducted to compare the two groups’ mathematics performance in addition, subtraction and overall learning total scores. The findings are as follows:
(1)Cuisenaire rods can help boost students interest in math learning.
(2)Cuisenaire rods can help improve students’ math achievement.
(3)There is no moderator effect of gender on the relationship between the use of Cuisenaire
rods and students’ learning interests and achievement in mathematics.
(4)There is no moderator effect of the duration of the use of teaching props on the
relationship between the use of Cuisenaire rods and students’ learning interests and
achievement in mathematics.
(5)Students’ learning interests don’t have a significant mediation effect of the
relationship between the use of Cuisenaire rods and students’ learning achievement.
Keywords: game-based teaching, Cuisenaire rod, learning interest, learning achievement
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