| Summary: | 碩士 === 義守大學 === 資訊管理學系 === 102 === Abstract
In recent years, integrating information technology into course instruction is widely adopted in junior high schools. Though most of the students are very interested in learning with information technology, the learning achievement and performance are not accordingly raised due to different instruction methods and learning attitude. In this thesis, two instruction approaches, i.e., integrating information technology into instruction (ITI) and traditional oral instruction (TOI), were investigated through teaching two units of the civics and morality course for ninth-grade students of a junior high school in Kaohsiung City. The performance of the two instruction approaches were evaluated and compared by using questionnaire and Analysis of Covariance (ANCOVA). The learning achievement and learning attitude for the students in different score groups and instructed with different approaches are explored. The results of this study are summarized as follows. (1) Teachers could improve their professional teaching competence through instructing with information technology. (2) For ITI approach the learning achievement of the students whose scores are around the average is better than that of TOI approach. However, for the other groups of students (i.e., high-score and low-score groups), the difference of the learning achievement of the two approaches was not significant. (3) For both of the approaches, there was no significant difference between the learning attitudes for the three groups of students. The ongoing research for this study can extend the sample group and explore more factors that may affect the performance of the approaches, so that the advantages and disadvantages of the ITI approach could be investigated completely.
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