Research of the Impact of Online Dynamic Assessment on Science Reading Comprehension of Students in a Remote Mountain Region

• Main Authors: Chiang, Jui-Chuan, 江瑞娟
• Other Authors: Wang, Jing-Ru
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/33115841772106080903

碩士 === 國立屏東教育大學 === 數理教育研究所 === 101 === The purpose of this study was to discuss the impact of online dynamic assessment of reading comprehension on science on fifth and sixth grade elementary school students in a remote mountain region. The quasi-experimental design method was employed in this research. The research subjects are from two schools in the remote mountain area in Kaohsiung. All together, there are the 130 students from 6 classes, of fifth to sixth grade, participating in this study. The subjects were divided into two experimental groups, the online dynamic assessment teaching (reading-while-listening group and silent reading group) and a control group using traditional paper assessment. This study explores the effects and the differences on students’ scientific reading comprehension and science reading awareness with different types of groups. This study also discusses the effects of the intervention of the experimental teaching scientific reading comprehension on student’s scientific reading comprehension. Furthermore, to explore the relevant factors those influence the online dynamic assessment learning. Findings and conclusions of this study are as follows： 1. Scientific reading comprehension of both experimental groups and control groups did not improve after the intervention in the teaching experiment. However, experimental groups’ performance on science reading comprehension is better than the traditional paper test. There is no difference in the scores among two experimental groups and the control group with the intervention of teaching experiment dynamic assessment for reading comprehension on science. 2. There is a growth trend in scientific reading comprehension among all the experimental groups and the control group with the intervention of dynamic assessment process involving in teaching experiment. 3. Scientific reading awareness of both experimental groups and control groups did not improve after the intervention in the teaching experiment. However, for both experimental groups, the performance of scientific reading awareness is better than the tradition written test. There is no divergence in scientific reading awareness between two experimental groups. However, there is a difference between both experimental groups and the control group. 4. There is a Chinese growth correlation of scientific reading comprehension between the experimental group and the control group. In addition, the study indicates a correlation between students’ science performance and the growth of scientific reading comprehension in both experimental groups; however, the control group does not reveal such correlation. Finally, according to the conclusion of this study, researchers also give suggestions and make specific recommendations for future teaching and follow-up research.