| Summary: | 碩士 === 國立新竹教育大學 === 教育與學習科技學系課程與教學碩士在職專班 === 103 === In this study, E-book Apps from tablet PC were adopted in teaching the mathematics unit of surface area for 5th-grade elementary students and then discuss how “E-book Apps teaching method” affects the learning performance levels and learning attitudes of the students, as compared to “conventional expository teaching method”. Finally, a satisfaction survey was employed to determine the satisfaction levels of the students who participated in the E-book Apps-based classes.
A quasi-experimental method consisting of a pretest-posttest design was used. The participants comprised 60 5th-grade students, selected from 2 classes in an elementary school located in Hsinchu City. The participants are divided into “experimental group” and “control group”, each group has 30 students. The former adopts “E-book Apps teaching method” while the latter employs “conventional expository teaching method”. The curriculum content of the study mainly includes the understanding and calculating the surface area of cubes, cuboids and composite cuboids. Prior to the study, all the participants completed “surface area concept” and “learning attitude for surface area” pretests. The researcher of this study acted as the instructor of the “experimental group” during 10 classes for a total of 400 minutes. After completing the experimental classes, both the groups completed “surface area concept” and “learning attitude for surface area” posttests; the participants of the experimental group subsequently completed an “e-learning satisfaction” questionnaire. The research results are concluded as follows:
1. Learning Performance
a. Significant improvement in learning performance levels was observed for both teaching methods.
b. The magnitude of improvement did not achieve a significant difference between both teaching methods.
c. The “E-book Apps teaching method” positively and significantly influenced students, regardless of their academic achievement.
2. Learning Attitude
a. The students demonstrated a significant difference in learning attitudes between both teaching methods.
b. The “E-book Apps teaching method” positively and significantly influenced the student learning attitude scale scores.
3. Participant Satisfaction for the “E-book Apps teaching method”
a. Most of the students who participated in the “experimental group” reported satisfaction.
b. The student satisfaction exhibited no significant differences, regardless of student academic achievement.
|
|---|
