| Summary: | 碩士 === 佛光大學 === 學習與數位科技學系 === 100 === The purpose of this study was to investigate the influence of learning time on learning effectiveness and learning retention. The experimental subjects are 10 sophomore students. The study adopted the pretest and posttest quasi-experimental comparison method. The experiment lasted for four weeks and the learning content used in the experiment was three units of numeral system conversion, which included numbers converting from decimal to binary, from decimal to hexadecimal, and from hexadecimal to decimal. Learning time for each unit was different so as to investigate the influence of learning time on learning retention. Besides a pretest and a posttest on the learning unit of the week, a delayed posttest on the learning unit of previous week was taken when possible.
The major findings of this study are:
1.Phone interview data collection
Semi-structured phone interview was adopted in this study. Five subjects who ever used the practice system were enquired about their learning feedback. They think the volume of practice and learning time are helpful for their learning. Learning unit by unit is useful for them to clarify the concept of conversion during computing.
2.With regard to learning retention:
There were no significant differences in the posttests and delayed posttest in the unit of converting numbers from decimal to binary, in the unit of converting numbers from decimal to hexadecimal and in the unit of converting numbers from hexadecimal to decimal.After a week later, student was kept in good learning retention.
In the units of converting numbers from decimal to binary, decimal to hexadecimal and hexadecimal to decimal, the increasing learning amounts are 0 percent, 130 percent and 50 percent respectively. No significant differences were found in respect of learning retention among the three units. However, the score in the unit of converting numbers from decimal to hexadecimal got highest level mean, it shows that 50 percent of the amount of learning time is available to keep the best of learning retention for students.
3.Learning effectiveness
There were significant differences in the pretests and posttests in the unit of converting numbers from decimal to binary and in the unit of converting numbers from decimal to hexadecimal. That is, there were significant learning gains for students who used the learning systems for the two units.
In the units of converting numbers from decimal to binary, decimal to hexadecimal and hexadecimal to decimal, the increasing learning amounts are 0 percent, 130 percent and 50 percent respectively. No significant differences were found in respect of learning effectiveness among the three units. However, the score in the unit of converting numbers from hexadecimal to decimal got highest level mean, it shows that 130 percent of the amount of learning time is available to keep the best of learning effectiveness for students.
4.Correlation analysis
Positive correlation was founded between learning time and learning effectiveness for those who made progress in the unit of converting numbers from decimal to binary.
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