The Learning Effects of Computer Multimedia Presentation Modes on the Idioms Teaching at Junior High School

• Main Authors: Yu-Yen Weng, 翁玉燕
• Other Authors: Shi-Jer Lou Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/04080893677357358775

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 98 === The principal purpose of this study is to explore the effects of computer multimedia presentation on junior high school students’ idioms learning. First, the study explored the theories and references of the computer multimedia, the modes of presentation, and the idioms teaching. Second, by using quasi-experimental study, the research choosed the eighth graders of a junior high school in Pingtung County, and divided them into three groups. Next, the chosen students accepted the idioms teaching for four weeks which included the teaching activities focusing on the students’ memorization, comprehension, transfering and integrated learning effects toward idioms. The self-developed achievement test and learning feedback questionnaire were used as the research instruments. Finally, the research applies SPSS for Windows 14.0 for statistics analysis, including descriptive statistics analysis, analysis of covariance (ANCOVA), and one samples t-test. The results of the study are as follows: 1. The effects of computer multimedia presentation show a significant difference in the idioms teaching. 2. The result of the idioms post-teaching test after different presentation of computer multimedia is opposite to Mayer’s theory, which the deferred test carried out later conforms to. 3. The sutdents show a positive attitude toward the computer multimedia presentation on the idioms learning. 4. Different genders have no significant difference of learning feedbacks in the effects of computer multimedia presentation on the idioms. 5. Whether the students have reading habits or not almost shows no significant influence on the learning feedbacks toward the idioms, but only on the pronunciations and meanings of the idioms. 6. The times for reading every week shows a significant influence on the learning feedbacks toward the idioms.