A Study of Teaching Fourth-Grade Math with Electronic Textbooks APP Integration

• Main Authors: I-Ling, Liu, 劉怡玲
• Other Authors: Fu-Yuan Chiu, Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/68601835940109359484

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 === This study was designed to investigate the influence of the electronic textbook APP integrated into the mathematics curriculum for fourth grade students in regards with their learning attitudes and learning achievement. The study adopted a quasi-experimental study including pre-test and post-test design to measure the results within each group and between the two groups. To facilitate sampling method, the researcher conducted the study at the elementary school in Hsinchu city where she teaches fourth grade. The study groups consist of 96 fourth graders in four classes: two classes as the experimental group employing "electronic textbooks APP integrated teaching method”, the other two classes as the control group conducting "traditional lecture teaching method." The experiment teaching lasted for a total of fifteen sessions in five weeks, teaching three math units including "angles", "integer multiplication", and "volume.” At the end of the experiment teaching, the researcher will collect relevant data for quantitative comparison analysis between the two groups so as to explore changes in terms of students’ learning attitudes and performance in math. Meanwhile, through questionnaires, student feedback survey, and individual interviews, the researcher aims to understand the students' attitude and acceptance towards electronic textbook APP integrated teaching method. The results of this study are described as bellow: I.Students’ learning achievement 1.Both “electronic textbook App integrated teaching” group and “traditional lecture teaching” group demonstrate significant progress in their learning results. 2.The results also indicate that students in “electronic textbooks App integrated teaching” group perform significantly better than students in “traditional lecture teaching” group in "angles" and "integer multiplication” units. 3.Both teaching methods improve the learning results of low-, medium-, and high-level students in both groups. 4.The test results in “angles” and “integer multiplication” indicate that high-level students in “electronic textbooks App integrated teaching” group perform significantly better than those in “traditional lecture teaching” group. II.Students’ learning attitude 1.Students in “electronic textbooks App integrated teaching” group demonstrate significant difference in attitude towards learning "angles" and "integer multiplication”. 2.Students in “electronic textbooks App integrated teaching” group demonstrate significant progress overall than students in “traditional lecture teaching” group in their attitude towards learning all three units. 3.In the subscales of learning attitude: students in “electronic textbooks App integrated teaching” group demonstrate much higher “learning interest” in learning “angles” unit than students in “traditional lecture teaching” group does; the former also show similar better results in “learning attitude,” “learning interest,” and “learning confidence,” than the latter in the “integer multiplication” unit, and that in “learning interest,” “learning anxiety,” and “learning confidence” in the “volume” unit. 4.Students in “electronic textbooks App integrated teaching” group demonstrate demonstrates significant difference in learning attitude for the first two weeks only; afterwards, their learning attitude shows of little difference. III.Learning satisfaction in “electronic textbooks App integrated teaching” group 1.Students in “electronic textbooks App integrated teaching” group predominantly give positive feedback. 2.Learning satisfaction in this group displays significant difference among low-level, medium-level, and high-level students. 3.High- level students demonstrate much significant learning satisfaction than low-level and medium level students in the subscale of “self-efficacy in using electronic textbooks App integrated learning", "usage convenience of digital learning, "and “E-learning satisfaction.”