| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 90 === Abstract
The main purpose of this study is to develop a computer-animation instruction media to investigate the effect of teaching two-dimensional linear systems of equations. A quasi-experimental design was adopted for the study, involving 70 seventh-graders from 2 classes in a junior high school. The teacher (researcher) spent 3.5 weeks (14 hours in total) teaching one class, the experimental group, with computer-animation instruction media, and the other, the control group, traditionally in the classroom. Before and after the experiment, “seventh-grade algebra concept pre-test” and “seventh-grade algebra concept post-test” were respectively used to test both the experimental and the control groups. The results of test were analyzed by independent-sample t-test, paired-sample t-test and Kolmogorov-Smirnov two-way analysis of variance by ranks. In addition, the researcher interviewed 12 students (6 randomly chosen respectively from each group) about their algebra concept, and analyzed the result of the interview. Twelve main conclusions of the study are described as follow:
1. The researcher developed a computer-animation instruction media.
2. After using computer-animation instruction media, it was found that the achievement of the experimental group was better than that of the control group, and the scores of post-test between them , after undergoing independent-sample t-test, reach the significant level (**p < 0.01). In other words, the instruction of teaching two-dimensional linear systems of equations with computer-animation instruction media is better than traditional instruction.
3. Comparison of the understanding of concept between the two groups showed that the experimental group out-performed the control group significantly (**p < 0.01). In other words, using computer-animation instruction media to teach the concept of symbolic representations is better than traditional instruction.
4. In respect to the accuracy of solving questions by distribution law, it was found that the experimental group was better than the control group significantly (*p < 0.05). It was concluded that using computer-animation instruction media to teach the concept of distribution law is better than traditional instruction.
5. With regard to the accuracy of solving simultaneous equations by Gaussian elimination method, the experimental group was found to perform better than the control group significantly (**p < 0.01). In other words, the computer-animation instruction media using lines to show the process of solving simultaneous equations by Gaussian elimination method is better than traditional instruction.
6. After comparing the accuracy level of solving word problems of the experimental group with that of the control group, a positive significance was reached (**p < 0.01). In other words, using computer-animation instruction media to teach solving word problems is better than traditional instruction.
7. The experimental group understands the definition and usage of elimination method better.
8. The experimental group manipulates the skill of solving question by distribution law better.
9. The experimental group understands and applies the word question better.
10. Students hold the computer-animation instruction in fond remembrance.
11. The experimental group thinks that computer-animation instruction can increase interest and achievement of learning.
12. Comparing the rate of finishing homework, the experimental group is better than the control group.
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