A Study of Learning Achievement by Computer-Integrated Instruction to Taiwan Geography Teaching in Elementary Schools

• Main Authors: Hsiu-hui Kang, 康綉惠
• Other Authors: Hong-Ren Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/34178788785834132846

碩士 === 國立臺南大學 === 社會科教育學系碩士班 === 95 === The purpose of this study is to understand the effect of computer-integrated instruction and traditional teaching on the academic achievement in social sciences for students at different ability level. Two classes were randomly selected as experimental group and control group. After examined by before-and-after test design, two teaching models were analyzed by SPSS statistical analysis to evaluate the after-test score difference between children in two classes. The data was examined by t-test, two-factor analysis of covariance, simple major effect test and the results are as follows: 1.There is no significant interaction between teaching method and ability level on the after-test score of social science academic achievement. 2.There is significant difference on the after-test score of social science academic achievement for students of different ability level. 3. There is significant difference on the after-test score of social science academic achievement for different teaching method. 4. There is significant difference on the after-test score of social science academic achievement for students of same ability level who are taught with different teaching method. 5. Results of learning opinion survey for students of high- and low-score group in experimental group as follows: (1) Regarding the acceptance of information-integrated teaching, students in high-ability group have higher degree of acceptance than students in low-ability group. (2) For self-confidence in learning, high-ability group is superior to low-ability group. (3) As to the effect on assisting concept formation in learning social science and reducing the difficulty by computer-integrated instruction, the mean for high- and low-ability group is equal, indicating two groups of students agree and accept the information-integrated teaching for establishing social science concept. (4) With regard to the assistance information-integrated teaching provides for students’ concentration in class, middle or low-ability group students show behaviors unable to concentrate the attention, meaning middle or low-ability group students are comparatively not able to adapt the information-integrated teaching. Finally according to research results, we provide suggestion to teachers, school administration and future studies.