| Summary: | 碩士 === 國立臺中教育大學 === 數位內容科技學系碩士班 === 97 === The purpose of this study is to explore the learning effect of the factor misconception examined computer-game teaching strategy on factor and multiple-learning problems in elementary school. Quasi-experimental research was uesd, including pre-tests, experiment processes and post-tests. The subjects of this study consisted of 47 fifth grade student, 24 for the experimental group and 23 for the control group. After 11 classes about two weeks , the study is to understanding the stuednts’s learning effect and learning attitude in different teaching strategy. Futhermore, the study also explores the learning effect learning attitude by analyzing the factors in gender and learning achievement and learning style in order to offer some references to the future educational use.
Descriptive statistics, ANCOVA, independent groups t-test were applied after experiments to obtain the following conclusions.
1. The misconception examined computer-game teaching strategy can enhace student’ learning effect.
2. The misconception examined computer-game teaching strategy can enhace student’ learning attitude.
3. The misconception examined computer-game teaching strategy can enhace student’ learning attitution in every phase of factor in math.
4. The misconception examined computer-game teaching strategy can enhace low achievement student’ learning effect.
5. The misconception examined computer-game teaching strategy can enhace the student’s confidentce in learning math and the explore motivation in math and reduce mathematics anxiety.
6. The misconception examined computer-game teaching strategy can enhace the student with learning styles of “accommodation type” and “convergence type” and “assimilation type” learning effect.
7. For the students with the learning styles of “accommodation type” and “convergence type,”the learning effect of these students with the misconception examined computer-game teaching strategy has more promotion than that of those with the “traditional composition teaching strategy.”
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