The Effect of Learning Achievement and Learning Attitude by Using Blended Learning Model and Integrating IT Model in a Recorder Learning Lesson for Elementary Students

• Main Authors: Shih-Feng Huang, 黃世豐
• Other Authors: Szu-Hsin Lee, Ph.D
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/61580944855706606383

碩士 === 立德大學 === 資訊傳播研究所 === 97 === Blended learning idea becomes more and more popular in recent years. According to the literature survey, blended learning can improve the learning effects, increase the benefit, extend the outcomes, and create a flexible learning environment. From these viewpoints, the author formulates to establish a blended learning mode and environment by applying ADDIE instructional design phases (Analysis, Design, Development, Implementation and Evaluation) for a recorder lesson；to compare with the students’ learning attitude and performance between “Blended Learning Integrated Recorder Lesson”and “Information Technology Integrated Recorder Lesson”. This study uses the quasui-experimental design. It sampled fifth graders of one elementary echool in Chang-hua County .They are divided into an experiment group and a controlled group. The students of the experiment group are taught by way of integrating blended learning for their recorder lesson. The students of the controlled group are taught by way of integrating information technology for recorder lesson (using Powerpoint as the instructional tool in recorder lesson). The experimental teaching period took six classes in six weeks. Three assessment tools are conducted which include “Recorder Learning Attitudes Questionnaire”, “Recorder Learning Achievement(science and playing skills) Test” and “Blended Learning Integrated Recorder Lesson Satisfaction Questionnaire”, designed by the author. The data is processed by statistics methods such as descriptive statistics, T-test and One-way ANOVA. The conclusions were the following: 1. Students who accepted “Blended Learning integrated recorder lesson” did not perform better achievement(science) in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 2. Students who accepted “Blended Learning integrated recorder lesson” did not perform better achievement(playing skills)in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 3. Students who accepted “Blended Learning integrated recorder lesson” did not perform better attitudes in recorder lesson than the students who taught by “Information Technology Integrated Recorder Lesson”. 4. In most of students who accepted “Blended Learning Integrated recorder lesson had higher satisfactory. Based on the results of the research, this study will provide recommendations to educational administrators, teachers and further researchers.