Research on Instructional Methods for Integrating Technology into Elementary Area Studies: A Case of Elementary Fourth Grade

• Main Authors: An-Chih Yi, 易諳峙
• Other Authors: Ya-Ping Huang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/93943294905064841430

碩士 === 淡江大學 === 教育科技學系碩士班 === 93 === This is a study about the misconception of area in Mathematics domain and the transformation of learning effects and learner motivation under different instructional technologies. Research design used in this study is the Quasi-experiment design of pretest-posttest control group. Technology integrated instruction is delivered to the experimental group and conventional classroom instruction is delivered to the control group. The main findings are listed as follows. 1、Misconceptions of area: (1) “The concepts of area and perimeter” and “Understanding of the area formula” are weaker than other concepts. (2)There are no significant differences in the misconceptions of area between 4th graders with different gender.(3)The 4th graders with different abilities in misconceptions of area have some significant differences between different genders.(4)The students with different misconceptions of area have different problem solving strategies. 2、The model and strategies: (1)The instructional model is one kind of the ADDIE Models. (2) The instructional design contains different teaching strategies. 3、Learning effect:(1) There are significant differences in the performance between pretest and posttest of both experimental group and control group. (2)There are no significant differences in the performance of posttests between two groups. (3)There are no significant differences in the degree of learning improvement between two groups with different performance levels. (4)There are no significant differences in the degree of learning improvement between two groups with different gender. (5) The experimental instruction of this study can strengthen the learner motivation, especially in the respect of “Satisfaction” between pretest and posttest. (6)There are no significant differences of control group’s learner motivation between pretest and posttest. (7)There are no significant differences in the transformation degree of learner motivation between two groups. According to this study, there are some suggestions about the instructional design for teaching this topic, and suggestions of research methodologies for future studies.