The effect of computer assisted instruction to algebra field on 6th grader students

• Main Authors: Tsung-ting Chen, 陳宗鋌
• Other Authors: Chi-tsun Yeh
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/95968418942663515025

碩士 === 國立臺南大學 === 應用數學研究所碩士班 === 100 === The purpose of this study was to understand the effects of Computer Assisted Instruction (CAI) to algebra field on the sixth grade students. This study adopted quasi-experimental method. Two sixth grade classes for a total of 62 students are the samples. One of the classes is the experimental group to process the CAI, and the other class serve as the control group to process traditional instruction. Both quantitative and qualitative methods were applied to collect and analyze the data. In order to investigate the students’ learning effects, the researcher carried on quantitative analysis with one-way ANCOVA and descriptive approach for the post-test of the learning achievement of algebra, and semi-structured interview was adopted to analyze the performance of the problem-solving among the different levels of mathematical ability students as the supporting information. Questionnaires were distributed to 31 subjects to examine their learning responses to the CAI. The researcher analyzed the data and obtained findings in the following: 1. The performance of the experimental group is significantly better than the control one in the subscales of “using word sign to make equation and replace with specific value”, “formulating equation”, “using Equality Axiom to solve four arithmetic operational questions of an unknown number” and “using Equality Axiom to solve questions of an unknown number in the real-world situations and examine the rationality of the answer” in the post-test of the learning achievement of algebra. 2. The performance of the experimental group is significantly better than the control one in the post-test of the learning achievement of algebra. 3. In the experimental group, most higher and medium achievement students could solve problems successfully, but the lower achievement students could not solve problems because they forgot to use the bracket, calculated uncarefully, or could not comprehend the meaning of the questions. 4. The performance of the medium and lower achievement students in the experimental group are significantly better than those in the control group in the post-test of the learning achievement of algebra, but there is no significantly different between the higher achievement students in the experimental group and those in the control one. 5. In the experimental group, there are no significantly different between the boys’ and girls’ post-test of the learning achievement of algebra. 6. All subjects showed positive attitude toward CAI of this study, and were willing to use CAI to learn about other units.