| Summary: | 碩士 === 國立新竹教育大學 === 數理教育研究所 === 98 === The purpose of this study is to investigate the effectiveness of two different kinds of Web-based assessment-GPAM-WATA (Graduated Prompting Assessment Module of the WATA systems)and Paper-and-Pencil Test (PPT) in helping seventh graders improve their mathematics learning effectiveness and misconceptions in the topic of 'linear function.' The study also survey students attitudes towards GPAM-WATA . Besides, this research seeks to figure out the relationships of mathematics learning effectiveness between students' cognitive styles (field-independent and field-dependent) and different assessment models, including GPAM-WATA (Graduated Prompting Assessment Module of the WATA systems)and Paper-and-Pencil Test (PPT).
This study adopted the quasi-experimental designs, nonequivalent control-group design, and selected 142 students from four seven -graders classes of a public junior high school as the experimental subjects by the method of convenience sampling. We randomly assigned one class as the experimental group, GPAM- WATA group, and the other was control group, PPT group. These two groups equally were administered by the pretests of the learning achievement test of 'linear function,' the two-tier diagnostic test of 'linear function,' and Hidden Figures Test to understand the behaviors of starting point and the cognitive style of students before the instructions. During the process of instructions, both of them received the same traditional instruction of 'linear function,' and then two different kinds of assessment were administered to GPAM-WATA group and PPT group. Items in GPAM-WATA are all multiple-choice and the prompts of each items are constructed on the basis of 'Graduated Prompting Assessment' proposed by Campione & Brown (1985). After the instruction, all students were administered by the learning achievement test of 'linear function,' the two-tier diagnostic test of 'linear function.' Besides, the GPAM-WATA group was also administered by the 'Students' Attitudes towards GPAM-WATA Questionnaire.' The findings are:
1.Both of the groups had improved in their learning achievements of 'linear function.' The learning effectiveness of GPAM-WATA group is significantly better than that of PPT group.
2.Both of the groups had improved in their misconceptions of 'linear function.' GPAM-WATA group students performed significantly better than PPT group students.
3.With GPAM-WATA mode, the Field-Independent students had better performance than the Field-Dependent students ; with PPT mode, the Field-Independent students also had better performance than the Field-Dependent students.
4.The learning effectiveness of Field-Independent students with GPAM-WATA mode is significantly better than that with PPT mode；there were no significant differences of the Field-Dependent students’ learning effectiveness between the both.
5.The GPAM-WATA group students held positive attitudes towards GPAM-WATA.
6.The student with different cognitive styles all had positive attitudes towards the GPAM-WATA.
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