The research of Digital Teaching Materials and Computerized Adaptive Test Involved Teaching - Using The “Reduced and Enlarged and Scaled ” unit in Elementary School of grade 6 Math as an example

• Main Authors: Meishew Lin, 林美秀
• Other Authors: Bor-Chen Kuo
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/05720023410751857316

碩士 === 亞洲大學 === 資訊工程學系碩士在職專班 === 97 === The purpose of this study is to integrate mathematical teaching materials and computerized adaptive diagnostic test into teaching and evaluate its performance. The study focus on the unit of “Reduced ,Enlarged and Scaled” in the sixth grade mathematics and to develop related materials based on expert knowledge structures. The content of the lessons include complete instruction, computerized adaptive diagnostic test and remedial teaching activities. Based on Knowledge structure, the concept of Bayesian networks is also applied in this computerized adaptive diagnostic test system. BNAT is used in the assessment, and the remedial modules in order to provide a precise diagnostic result which includes mistaken types and sub-skill indications of each student. The teachers, then, can apply adaptive remedial teaching to each student according to the individual analysis of the diagnostic. Next, the analysis is done between the experimental and traditional teaching group in order to evaluate the performance of this teaching model. The results of this study are as follows: 1. The test result of BNAT applied on the unit of Reduced, Enlarged and Scaled is listed behind. In average, 19.76 items of question were delivered, and 16.24 items could be saved. As a result, more than 45% of the rate of saving items was achieved and 92.58% of prediction accuracy was reached. 2. Based on knowledge structure, with the concept of Bayesian networks, BNAT is used in the assessment. After analyzing the mistaken types and sub-skills, the prediction accuracy was 94.41%in pre-test and 94.83% in post-test respectively. 3. In terms of teaching efficiency, the assessment result of the experimental group was better than the result of the traditional teaching group according to the pre-test result. This means the introduction of the materials enhance the learning. 4. In the post-test, the assessment result after receiving remedial activities, the experimental group can achieve better score than the traditional teaching group. This means the remedial material performs effectively more than the traditional. 5. The experimental group performed better than the traditional teaching group in either the pre-test or the post-test. The effective result on learning was hence proven. 6. Positive effect was gained on all sub-groups of the experimental group, especially on the middle and low ability sub-groups. They had improved more than the high ability sub-group had after the remedial activities had been received. 7. The analysis result shows that these students performance on some skills’ acquisition is connected to their thinking styles.