Effects of Various Media Combinations on Students’ Learning in Biology

• Main Authors: Yu-Ling Huang, 黃鈺淩
• Other Authors: Ming-Chang Cheng
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/87823919423781313583

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 99 === This study aims to investigate the learning effects that combinations of various media have on students in biology classes. This study adopts a Quasi-experimental research method, and the samples of this study are 180 seventh grade students of a junior high school in Pingtung County. The tools of this study include biology lessons of teaching patterns using combinations of various media(independent variable), students’ pre-test scores, which is the average scores of the mid-monthly exam in the second semester of 2010. Moreover, the covariant variables are the post-test scores of learning attitude scale and the teaching satisfaction scale after the experimental teaching, and the scores of the learning achievement questionnaires. After comparisons of learning satisfactions and learning effects are made within different teams of students who receive various teaching methods. The researcher collects the data and does the descriptive statistics, analyses of exam discrimination and exam distinction, independent samples one-way ANOVA, and one-way ANOVA. The results of this study show that after receiving different styles of media teaching combinations, students of the combination of “animations & words“ group have better learning effects than students of the combination of “animations, words & asides” group. As for the learning attitude and learning satisfaction, there is no significant difference among students receiving different styles of media teaching combinations. According to this study, some suggestions are raised for the future teaching and further studies.