Comparing the Performances of Using Information Technology to Help Student Understanding How to Measure the Area between the Class Group and the Individual Instructing Group

• Main Authors: Wang Hsueh Fang, 王雪芳
• Other Authors: Kuo Bor Chen
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/91693908185197942447

碩士 === 國立臺中教育大學 === 教育測驗統計研究所 === 97 === This work is to compare the performances of applying information technology to instruct students to measure the area between class group and individual teaching. We use mathematical teaching materials to help students understanding the area estimation which apply to individual instruction and adaptive remedial instruction. The teaching materials including complete instructions, computerized adaptive diagnostic test and remedial teaching activities devised according to Bayesian networks and Knowledge structure theories. Above materials are integrated into 1 to 1 and 1 to 2 instruction models, named “digital individual instruction model”. In order to find the performance of applying information technology to the individual instruction model, this research was conducted as a nonequivalent pretest-posttest quasi experimental design. This design uses 85 students as the sample of this study, and randomly assigns these students to 1 to 1 individual instruction group, 1 to 2 individual instruction group and class group. Therefore, the performance comparison should be found according to the analysis of the teaching experiment. The results of the experiment are as follows: 1.In average, applying information technology, the number of items instructed by CADT is16.83, we could save 15.17 items, and the accuracy can reach95.10%. 2.The results of using BNAT to analyze the accuracy of mistaken types and sub-skill are as follows: the accuracy of pre-test is 96.02%, and post-test is 97.34%. 3.The results of applying information technology to the individual instruction group is significantly better than thel class group. Furthermore, no significant differences are found on student’s average scores between 1 to 1 and 1 to 2 individual instruction group. 4.Using the adaptive digital remedial instruction, students have significant progress on their average scores. The progress scores of 1 to 1 individual groups are up to 6.320; the progress scores of 1 to 2 individual instruction group are up to 0.533; and the progress scores of the class group are up to 7.083. 5.After taking the adaptive digital remedial instruction, students have significant progress on their average scores. The progress scores of 1 to 1 individualgroups are 6.320; the progress scores of 1 to 2 individual instruction gtoup are 0.533; thr progress scores of the calss group are 7.083.