A Study on Integrating Information Technology into Instruction and Computer-assisted Concept-mapping Learning in Social Studies

• Main Authors: Chien-hsun Tu, 杜建勳
• Other Authors: Yin-te Tsai
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/12826295630424443764

碩士 === 靜宜大學 === 資訊管理學系研究所 === 95 === The purpose of this study was to explore the learning effectiveness of integrating information technology into instruction (IITI) and computer-assisted concept-mapping learning (CCML) in the Social Studies Achievement Assessment for junior high school students. Experiment teaching course is related to civics. Four seventh-grade classes were involved in a quasi-experiment using the pretest-posttest nonequivalent group design. One of two independent variables was determined as “instruction strategy”, including two treatments, IITI and traditional instruction (TI). The other was dertermined as “learning strategy”, including two treatments, CCML and traditional learning (TL). The subjects were 133 seventh-grade students who were divided into four experimental groups which received IITI-CCML, IITI -TL, TI-CCML, and TI-TL, respectively. Pretests were taken before the treatment for all students, including ‘Social Studies Achievement Assessment (SSAA)‘ and ‘Social Studies Learning Attitude Scale (SSLAS)’. Posttests were held after the treatment in order to compare if there were significant differences of learning achievement, learning attitudes, and pretest-posttest results between the experimental and control groups. Two questionnaires on IITI and CCML were adopted in the study to examine the experimental students’ views of using IITI and CCML in social studies classes. According to the results, the conclusions are as the followings: 1. IITI had positive and significant effects on the students’ social studies learning achievement, but didn’t on learning retention. 2.CCML had positive and significant effects on the students’ social studies learning achievement and learning retention. 3.Any interactions between Instruction strategy and Learning strategy weren’t found in the social study learning achievement and learning retention. 4.Using both IITI and CCML increased the students’ interests in social study class. 5.The students had positive responses to the use of IITI and CCML in social study learning. This study shows that implementing information technology integrated instruction (IITI) and computer-assisted concept-mapping learning (CCML) in the social study class enhanced the students’ learning achievement, learning retention, and learning attitude. The findings can serve as reference for the future teaching of social studies in junior high school.