A Study of the Effect in Social Studies Education Field of Fourth Graders Students in Elementary School by teaching with Teaching E-Textbook

• Main Authors: Pei-Chun Kao, 高佩君
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/51186016868543048476

碩士 === 國立屏東教育大學 === 數位學習教學碩士學位學程 === 99 === This study aims to explore the differences between learning achievement and learning retention of Social Studies Education Field utilizing “Teaching E-Textbook Teaching Methodology” and “Traditional Teaching Methodology” .This study was conducted under the standard experimental method “nonequivalent pretest-posttest control group design”. It sampled 40 fourth graders from two classes of the elementary school of Kaohsiung . According to the preceding semester results of Social Studies Education Field, in each class, students in first ten places are high-level ability and latter ten places are low-level ability. They are divided into an experiment group with 20 students who were taught by way of Teaching E-Textbook Teaching Methodology and a controlled group with 20 students with Traditional Teaching Methodology. After accepting the experiment teaching, both groups had the posttest and postponed-test in learning achievement. Whether the different teaching methods and different level students have effect on learning achievement and learning retention of Social Studies Education Field are discussed. According to the result of this study, the conclusions are summarized as followings: 1. In the Traditional Teaching Methodology group, the high-level ability students surpass the low-level ability students in the learning achievement of Social Studies Education Field. 2. In the Teaching E-Textbook Teaching Methodology group, the high-level ability students surpass the low-level ability students in the learning achievement of Social Studies Education Field. 3. Between Teaching E-Textbook Teaching Methodology and Traditional Teaching Methodology, there were no significant differences in the learning achievement of Social Studies Education Field for the high-level ability students. 4. In the learning achievement of Social Studies Education Field, the low-level ability students teached by Teaching E-Textbook Teaching Methodology surpass the low-level ability students teached by Traditional Teaching Methodology. 5. In the learning retention of Social Studies Education Field, the high-level ability students surpass the low-level ability students. 6. In the learning retention of Social Studies Education Field, there were no significant differences between Teaching E-Textbook Teaching Methodology and Traditional Teaching Methodology.