The Study of Game-Based Learning Model for Web-Based Instruction on Elementary Students’ Learning Achievement, Attitude, and Retention in the Area of Science and Technology: An Example of "The Weather"

• Main Authors: Ho-chien Lin, 林禾堅
• Other Authors: Kuei-chih Chuang
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/98223700051546046383

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === The purpose of this study aimed to compare the difference between the teaching methods of web-based instruction and traditional instruction on elementary students’ learning achievement, attitude and retention in the area of science and technology. It also wanted to find out the difference between different learning ability of elementary students after accepting different teaching methods. A quasi-experimental method was employed in this study. The sample of this study is fifth grade students. They were apportioned to controlled group 35 persons and experimental group 34 persons. One class is controlled group who accept traditional instruction and the other one is experimental group who accept the teaching within web-based instruction. Before the course, both the web-based instruction and the traditional instruction groups took the pre-tests including a science learning achievement test and a science learning attitude scale. After the course finished, the two groups would take the post-tests of a science learning achievement test and a science learning attitude scale, and after a month the two groups would take a science learning retention test. The collected data were analyzed by independent samples t-test and two-way ANCOVA. According to the analysis from the experiment, the study had the following conclusions: 1. Science learning achievements (1)After the experiential course finished, there was no significant difference in the science learning achievements of different learning ability students between two teaching methods. (2)After the experiential course finished, there was a significant difference in the science learning achievements of students between two teaching methods. The science learning achievements of the web-based instruction group is better than the traditional instruction group significantly. 2. Science learning attitudes (1)After the experiential course finished, there was no significant difference in the science learning attitudes of different learning ability students between two teaching methods. (2)After the experiential course finished, there was a significant difference in the science learning attitudes of students between two teaching methods. The science learning attitudes of the web-based instruction group is better than the traditional instruction group significantly. 3. Science learning retention (1)After the experiential course finished, there was significant differences in the science learning retention of different learning ability students between two teaching methods. (2)For the standard and low abilitity students, the science learning retention with the web-based instruction learning was better than with the traditional instruction learning significantly. For the higher students, there was no significant difference in the science learning retention between two teaching methods. (3)In the web-based instruction group, there were significant differences between different learning ability students. The higher and standard abilitity students were better than low abilitity students in the science learning retention. (4)In the traditional instruction group, there were significant differences between different learning ability students. The higher abilitity students were better than low abilitity students in the science learning retention. Finally, suggestions for administrators and teachers, and future research were discussed.