The study of the Effects of the Animation Web-Based Instruction on the mathematics curriculum─A case study for the Elementary School graphic and geometry units─

• Main Authors: Chih-Yung Ku, 古智勇
• Other Authors: Wen-Chung Chou
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/92229549636789503013

碩士 === 國立屏東師範學院 === 數理教育研究所 === 91 === This research was conducted as a quasi-experimental design. Two classes of the sixth grade''s elementary school students were randomly assigned to an experimental group and a control group, which took an animation web-based learning and a classroom learning respectively. The purpose of this research was to compare the two instructional environments on students'' learning effects, learning attitudes, and learning retention in a graphic and geometry mathematical curriculum. Moreover, in order to further explore the experimental group students'' learning attitudes towards the animation web-based instruction method, the interview to the chosen students, which were categorized as low, middle, and high levels, was conducted as well. According to the analysis form the experiment, the study reached the following conclusions︰ 1. There was no significant difference on student''s learning attitudes between the two groups. 2. There was no significant difference on student'' learning effects between the two groups. 3. There was no significant difference on the math postpone test between the two groups. 4. There was no significant difference between the posttest and the postpone test between the two groups. This result shows that the two groups students can keep the learning effects. 5. For the low level group, students with the animation web-based instruction had better mathematic achievements than students with the traditional instruction. 6. The results from the interview showed that the experimental group students were in favor of Animation Web-Based Instruction. The method could make them happy to learn and reinforce their learning motives.