| Summary: | 碩士 === 大葉大學 === 管理學院碩士在職專班 === 100 === Due to vocational high school students’ passive learning attitudes as well as many teachers get used to the didactic teaching method, the learning objectives of history curriculum have very often hardly achieved. To cope with this problem, the present research aims to examine the impacts of integrating information technology into teaching on vocational high school student’s achievement and attitude toward history learning. During the ‘History of Taiwan’ unit, two history classes at a vocational high school in NanTou County were randomly selected as research subjects, the experimental group taught by information technology integrated teaching approach while the control group taught by didactic teaching approach. Data of student’s achievement and learning attitude was collected by a quasi-experimental design method. Before the teaching experiment, two groups’ prior history sectional examination scores, working as pretest data and bases of learning abilities grouping, were tested by the independent sample t-test approach. Results showed homogeneity in pretest scores between two groups. After the teaching experiment, two groups had an achievement assessment and learning attitude survey. Difference between pretest and post-test scores for students of different learning abilities was analyzed. Two-way ANOVA was performed to examine the score differences of student’s achievement and ANCOVA was performed to examine the score differences of their learning attitude. In addition, an interview was administrated to a few students in the experiment group in order to gather their viewpoints on learning history with information technology. The interview records were used to contrast with each result. Results summaries as follows:
1.The experimental group’s achievement score was significantly higher than the control group’s.
2.Information technology integrated into history teaching approach had a significant impact on high learning ability students’ attitude toward history learning but no impact on their achievement.
3.Information technology integrated into history teaching approach had significant impacts on medium learning ability students’ achievement and attitude toward history learning.
4.Information technology integrated into history teaching approach had a significant impact on low learning ability students’ attitude toward history learning but no impact on their achievement.
Based on the above conclusions, practical suggestions on integrating information technology into history teaching are discussed as references for vocational high school history teachers seeking teaching improvement.
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