| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 95 === The purpose of this study was to understand the influence on students’ attitudes and achievements after infusing information technology into Geography teaching. A quasi-experimental design was used and twenty-four periods of experimental teaching were conducted on 68 7th-grade junior high school students in Kee-lung. "The Geographic Learning Attitude Survey", "The Geographic Learning Achievement Test", and "The Learning Attitude Questionnaire for Infusing Information Technology into Geography" were adopted as instruments of evaluation and given to the participants before and after the experimental teaching classes. The data were analyzed by using one-way ANCOVA and two-way ANCOVA. The independent variables were teaching method, sex and aptitude standard, and the dependent variables were learning attitudes and learning achievements. The results indicated that infusing information technology into Geography teaching was helpful to promote students’ learning attitudes and achievements. Furthermore, infusing information technology into Geography teaching was more effective than traditional teaching methods. The main findings of this study were summarized as followed:
1. Infusing information technology into Geography teaching could improve students’learning attitudes.
2. Infusing information technology into Geography teaching could promote students’ learning achievements, and selected appropriate teaching material would help enhance their performance even more.
3. In terms of sex, promotion of students’ learning attitudes by infusing information technology into Geography teaching was not significant; in terms of aptitude standard, learning attitudes of mid-level and low-level groups outperformed high-level group.
4. In terms of sex, enhancement of students’ learning achievements by infusing information technology into Geography teaching was not significant; in terms of Aptitude standard, learning achievements were significant among the groups with different aptitude levels, and the low-level group outperformed the best.
5. All students had positive responses to infusing information technology into Geography teaching.
According to the findings of this study, educators could utilize simple model of infusing information technology into geography teaching, including using photos, videos, and animations, to arouse students’ curiosity, enhance their learning attitudes, and achieve a better learning outcome.
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