The Influence of Infusing Information Technology into Chinese rhetoric Teaching on Students’ Learning Achievements

• Main Authors: CHEN-YI-JEN, 陳奕任
• Other Authors: Shiaw-Wen, Tien
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/02854749655947398962

碩士 === 中華大學 === 科技管理學系碩士班 === 99 === The purpose of this study was to understand the influence on students’ achievement after infusing information technology into Chinese rhetoric teaching. A quasi-experiment design was used with two classes of the thrid grade in a junior high school in Changhuae. The researcher assigned the two classes as experimental group and control group, and six teaching experiments were conducted during winter vacation. The researcher used multimedia teaching disc to teach the students in experimental group, while the control group were taught through traditional ways with lectures. In order to measure students’ learning achievements, students in the two groups were tested with “The Chinese rhetoric question are (pre-test)” before teaching and “The Chinese rhetoric questionare (post) “after teaching. The two scores were regarded as pre-test scores and the post-scores. The data obtained were analyzed by one-way ANCOVA. The important results of this study are as follows： 1. There is a significant difference on the scores of the Chinese rhetoric achievement between the two group. 2. There is no significant difference on the scores of the Chinese rhetoric achievement between the low-achievement students in the two groups. 3. There is a significant difference on the scores of the Chinese rhetoric achievement between the mid-achievement students in the two groups. 4. There is no significant difference on the scores of the Chinese rhetoric achievement between the high-achievement students in the two groups.