Experimental Research on Applying CPLD in the Digital Logic Practical Course in Vocational High School

• Main Authors: Yuan Tang Liao, 廖元當
• Other Authors: 羅文基
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/16660957603351329776

碩士 === 國立高雄師範大學 === 資訊教育研究所 === 92 === The purpose of this research was to investigate the learning effectiveness of applying the computer-simulation teaching method of CPLD on the Digital Logic practical course in a vocational high school. Quasi-experimental design with pre-test and post-test was used for the study, and the instruments included the researcher-designed basic professional ability test, achievement test, and attitude questionnaire toward the computer-simulation teaching with CPLD. The subjects of this study were thirty-six second-grade students of class A of the Computer Science Department in National Hualien Industrial High School. The students are randomly divided into two groups, the experimental and controlled group. This study lasted fourteen weeks, with the experimental teaching for eighty-four hours. All the subjects received a pre-test to investigate the difference of basic professional ability before the experimental teaching. Then the computer-simulation teaching with CPLD was used for the experimental group, while the traditional practice—oriented instruction was used for the controlled group. After experimental teaching for fourteen weeks, all the students received the achievement test of the Digital Logic course, including the knowledge and skill tests, to investigate the learning effectiveness. The experimental group received an extra attitude questionnaire toward the computer-simulation teaching with CPLD. The quantitative analyses of this research use independent-samples t-test, ANCOVA, Kendall’s coefficient of rank correlation, and Descriptive statistics. The findings of this study were listed as follows: 1.There was no significant difference in students’ learning effectiveness of knowledge cognition after the fourteen-week computer-simulation experimental teaching with CPLD. 2.The computer-simulation experimental teaching with CPLD were significantly better than the traditional practice—oriented instruction in students’ learning effectiveness of skills after the fourteen-week computer-simulation experimental teaching with CPLD. 3.The learning speed of the computer-simulation experimental teaching with CPLD were significantly better than the traditional practice—oriented instruction after the fourteen-week computer-simulation experimental teaching with CPLD. 4.The attitude questionnaire toward the computer-simulation teaching with CPLD revealed that most of the experimental group held positive attitudes toward CPLD, and thought it could help students to learn the contents of the Digital Logical course. CPLD was a systematic and economical teaching method, and could be combined with the industry development. So the computer-simulation teaching with CPLD was good enough to be pervaded. 5.The Digital Logic course had three sessions weekly. The computer-simulation teaching with CPLD could solve the time-limit problem of the traditional practice—oriented instruction. It could not only save the learning time of practice classes but also increased students’ learning effectiveness in teaching.