A Study on Improving the Effectiveness of Computer-Aided Instruction through Scaffolding Learning

• Main Authors: CHEN YUEH - CHEN, 陳月珍
• Other Authors: 郭靜姿
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/76097495063537379445

碩士 === 國立臺灣師範大學 === 特殊教育學系在職進修碩士學位班 === 93 === This research aims at analyzing the learning effectiveness and the interactive process of helping students with learning disability by the scaffolding support of gifted schoolmates. Quasi-experimental design was adopted in this research. The design of pretests and posttests were based on equivalent control groups. The experiment and control groups were both sampled from learning-disabled students of fifth and sixth grades of an elementary school in Taipei. Both groups have 12 students. The experiment continued for eight weeks, one class of mathematics each week, with Computer-Aided Instruction (CAI). Students of the experiment group were taught one-by-one by gifted schoolmates of the same age through the scaffolding support. Students of the control group leveraged CAI for self-learning. The research process includes the design of courses encouraging scaffolding support, mathematics CAI material, questionnaire on helping behavior, and other qualitative data, such as the observing record of experimental instruction, video tapes, and feedback tables of courses. The quantitative data was based on the content analysis. The major discovery of this research was described as the follows. The experiment group with the scaffolding support has significant improvement than the control group. The possible reasons of the significance include the positive impact of the scaffolding support strategies for both gifted students and students with learning disability, the effective interactive process between the two categories of exceptional students, and the scaffolding support skills of the gifted students. Based on data analysis of the interactive process of the training courses with scaffolding support, the helping attitude of gifted students has significant individual difference. However, difference within the group shows the opposite direction. The main reason was probably related to the help willingness and personality of gifted students in the experiments. Through the scaffolding support, the interactive quality of some exceptional students was changing based on the CAI learning platform. This mostly relates to the helping attitude and patience of the gifted students, as well as the learning attitude and motivation of the learning-disabled students. This thesis describes the research process in details. The research results are discussed and suggestions are also proposed for the educational application and future research.