| Summary: | 碩士 === 國立臺北教育大學 === 社會科教育學系碩士班 === 97 === A Research on the Teaching Effect of
Disaster Prevention Education with Multimedia Materials
Abstract
This research was conducted based on the multimedia materials of the 2nd learning stage of the grade 1-9 disaster prevention education about earthquakes, typhoons and floods. These materials were promoted and compiled by the Ministry of Education. The aim of this research was to identify the discrepancies in teaching efficiency with three types of instruction--- Type A “Multimedia Instruction”, Type B “Traditional Instruction” and Type C “No Instruction”. It adopted quasi-experiment study design with fifth graders of three classes in an elementary school in Taipei City. Pre-test and post-test were implemented with “Achievement Assessment of Instructions on Earthquakes, Typhoons and Floods” to identify the discrepancies of teaching efficiency among these three methods. Besides, “Learning Attitude Questionnaires” were conducted between Group A and Group B to identify the discrepancies about “attitudes toward the learning content”, “attitudes toward the teaching activities” and “attitudes toward after-class exploration”. Furthermore, investigations on students’ likes and dislikes of learning materials were carried out in types of worksheets and multimedia materials.
The results of the research were as follows:
1.When the researcher analyzed the pre-test and post-test results in “Achievement Assessment on Instruction of Earthquakes, Typhoons and Floods” by Paired-Sample T Test with SPSS, both Group A and Group B reached significance level（α<.05）, while Group C didn’t. Analyzing the post-test results in “Achievement Assessment on Instruction of Earthquakes, Typhoons and Floods” by One-way ANOVA with SPSS, the researcher found out that Group A reached significance level（α<.05） compared with Group B and Group C, but the discrepancies between Group B and Group C didn’t. Furthermore, none of Group A, B or C reached significance level（α<.05）in the pre-test. The above statistics showed that the multimedia instruction was more effective than the traditional one.
2.As for the “Learning Attitude Questionnaires” analyzed by Independent Sample T Test with SPSS, the discrepancies between Group A and B did reach significance level（α<.05）no matter in “attitudes toward the learning content”, “attitudes toward the teaching activities” or “attitudes toward after-class exploration”. That was to say, Group A outperformed Group B in these aspects, also. Therefore, we could have the conclusion that multimedia materials and instruction were much fonder of by students, and they did increase their after-class exploration.
3.In the aspect of the multimedia materials fond of by students were those with fun animation games, enriching and practical contents, easy-to-learn designs, interesting tableaus. Students disliked the multimedia with dull tableaus, boring/ difficult contents or preaching style.
4.Finally, after analyzing the average grades of nine sets of worksheets by Independent Sample T Test, the researcher found out the discrepancies between Group A and B didn’t reach significance level（α﹥.05）, and their average grades were both more than 3 points. That was to say, both Group A and B shared similar feelings about these nine worksheets. They liked worksheets with practical and interesting contents, enriching knowledge but short and to the point, simple.They didn’t like the worksheets which required a lot of writing, too difficult to deal with, with very few knowledge to share.
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