Integrating Information Technology into Group and Individual Instruction Models-Using Unit of Rate and Its Application of 5th Grade Mathematics as An Example

• Main Authors: Lin Fu Hesin, 林甫憲
• Other Authors: liou shiang chuan
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/29639248392059520013

碩士 === 亞洲大學 === 資訊工程學系碩士班 === 96 === English Abstract The purpose of this study is to develop a mathematic system of elementary teaching materials by integrating information technology into education. The major teaching materials focus on the unit, Rate & Its Application of 5th-grade. Thus, according to Ordering Theory, this study attempts to analyze students’ sub-skills and bugs in learning and further build up the expert’s knowledge structure, knowledge structure and remedial-instruction knowledge structure. Based on Bayesian network, the system is used for the Computerized Adaptive Diagnostics Test System and Adaptive Remedial Instruction. The major materials include teacher’s book, student’s handouts, student’s workbook, multimedia teaching and remedial instruction by using multimedia. There were two groups in this study. One is experimental group which was individual teaching including one teacher and two students by a group. The other one is control group which was group teaching in general. After investigating and comparing the effects of two groups, there are seven results revealed below. 1. According to teachers’ feedback sheets, the multimedia teaching materials of Rate & Its Application got positive evaluations, which was higher than 94.1 % on average. 2. The test reliability(r = .899) of the Computerized Adaptive Diagnostics Test System was appropriate. 3. The accuracy on pre-test and post-test of students’ sub-skills and bugs were 88.34% and 98.94% on average, respectively. As for the test prediction accuracy, the pre-test was 89.77 % and the post-test was 90.10%. Moreover, BNAT had good effects on decreasing test items. That is, the pre-test reduced 12.3 on average and its percentage was 38.53 %. The post-test reduced 16.7 on average and its percentage was 52.17 %. 4. By investigating the integrating information technology into education, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group). 5. By analyzing the effects of remedial instructions, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group). Moreover, after receiving remedial instructions, students learned more sub-skills and reduced bugs in general. Especially, the effects of individual teaching (one teacher by two students) were most obvious. 6. By comparing students with different levels, the effects of individual teaching (one teacher by two students) (experimental group) were better than the group teaching (control group) in general. 7. By comparing students’ gender, both boys and girls in experimental group got better effects than the control group. In addition, boys got higher improvement when receiving individual remedial instructions. Keyword: Rate; integration of information technology into education; remedial instruction; Ordering theory; Bayesian network