A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students
博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 98 === The purpose of this study was to conduct a meta-analysis for the theses and dissertations related to information technology integrated into instruction. Data were drawn from Electronic Theses and Dissertations System (ETDS) set up by the National Central Li...
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ndltd-TW-098NTNT55760182015-10-13T18:35:35Z http://ndltd.ncl.edu.tw/handle/72337605769467611423 A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students 資訊科技融入教學對國中小學生學習成效影響之後設分析 Po-fen Wang 王珀芬 博士 國立臺南大學 教育經營與管理研究所博士班 98 The purpose of this study was to conduct a meta-analysis for the theses and dissertations related to information technology integrated into instruction. Data were drawn from Electronic Theses and Dissertations System (ETDS) set up by the National Central Library in Taiwan from 2001 to 2008. The trend of the theses and dissertations in the past eight years were analyzed as well as to probe into the improvement of teaching and learning efficiency by the way of information technology integrated into instruction. 123 articles were selected from 1167 as relevant and were further analyzed the effects on elementary and junior high school students, so as to find out the moderate variable of information technology integrated into instruction. The results and findings are as follows. 1. The research purposes mainly focused on the applied fields, while the amount decreased in the field of non-instruction. As for the research subjects, “subject matters and teaching methods” were in the majority for the former. For the research methods, experiments and surveys were most commonly used; however, the application of the action research method was increasing. Among the learning fields, “mathematics” domains account for a large part while language domains were increasing gradually. And for the research subjects, “students” account for the large part. 2. For the elementary school and junior high school students, the “information technology integrated into instruction” has positive effects both on learning achievements and learning attitudes. 3. Different variables in the “information technology integrated into instruction” affected the learning effects for junior high school students and elementary school students. a. Learning domain and experiment time were the moderate variables of the learning achievements of information technology integrated into instruction on elementary school and junior high school students. The learning achievements of non-main learning domain were better than main learning domain, and longer teaching time was better than shorter one. b. Educational stage, number of the participants, and experiment time were the moderate variables of the learning attitude of information technology integrated into instruction on elementary school and junior high school students. The learning attitude of lower graders was better than higher graders, and longer experiment was better than shorter one, too. However, the more number of the participants could not help the learning attitude. From the above results and findings, some suggestions were proposed for education institutions, teachers and researchers for further research. Yin OuYang 歐陽誾 2010 學位論文 ; thesis 200 zh-TW |
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博士 === 國立臺南大學 === 教育經營與管理研究所博士班 === 98 === The purpose of this study was to conduct a meta-analysis for the theses and dissertations related to information technology integrated into instruction. Data were drawn from Electronic Theses and Dissertations System (ETDS) set up by the National Central Library in Taiwan from 2001 to 2008. The trend of the theses and dissertations in the past eight years were analyzed as well as to probe into the improvement of teaching and learning efficiency by the way of information technology integrated into instruction. 123 articles were selected from 1167 as relevant and were further analyzed the effects on elementary and junior high school students, so as to find out the moderate variable of information technology integrated into instruction.
The results and findings are as follows.
1. The research purposes mainly focused on the applied fields, while the amount decreased in the field of non-instruction. As for the research subjects, “subject matters and teaching methods” were in the majority for the former. For the research methods, experiments and surveys were most commonly used; however, the application of the action research method was increasing. Among the learning fields, “mathematics” domains account for a large part while language domains were increasing gradually. And for the research subjects, “students” account for the large part.
2. For the elementary school and junior high school students, the “information technology integrated into instruction” has positive effects both on learning achievements and learning attitudes.
3. Different variables in the “information technology integrated into instruction” affected the learning effects for junior high school students and elementary school students.
a. Learning domain and experiment time were the moderate variables of the learning achievements of information technology integrated into instruction on elementary school and junior high school students. The learning achievements of non-main learning domain were better than main learning domain, and longer teaching time was better than shorter one.
b. Educational stage, number of the participants, and experiment time were the moderate variables of the learning attitude of information technology integrated into instruction on elementary school and junior high school students. The learning attitude of lower graders was better than higher graders, and longer experiment was better than shorter one, too. However, the more number of the participants could not help the learning attitude.
From the above results and findings, some suggestions were proposed for education institutions, teachers and researchers for further research.
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author2 |
Yin OuYang |
author_facet |
Yin OuYang Po-fen Wang 王珀芬 |
author |
Po-fen Wang 王珀芬 |
spellingShingle |
Po-fen Wang 王珀芬 A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
author_sort |
Po-fen Wang |
title |
A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
title_short |
A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
title_full |
A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
title_fullStr |
A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
title_full_unstemmed |
A Meta-Analysis of the Learning Effects of Information Technology Integrated Into Instruction on Elementary School and Junior High School Students |
title_sort |
meta-analysis of the learning effects of information technology integrated into instruction on elementary school and junior high school students |
publishDate |
2010 |
url |
http://ndltd.ncl.edu.tw/handle/72337605769467611423 |
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