| Summary: | 碩士 === 南華大學 === 資訊管理學系 === 103 === With the popularity of Information Technology Education, the change of Virtual Manipulatives is a trend. The purpose of this study is to discover the impact of using physical and virtual manipulatives and analyzing the result.
The development of this study uses Quasi-experimental design methods. We chose two groups of sixth grade students to as test groups for experimental teaching. In order to understand the difference in students’ learning attitude, our qualitative questionnaires primary focus is “Students' Response to various Math Learning experiments”. IBM SPSS Statistics 22 is applied for data analysis and processing. Descriptive statistical analysis, independent samples t-test, single factor analysis of variance and Pearson product-moment correlation coefficient are the primary analysis methods are used in this study.
The main findings of this study are as follows:
1.There is no distinguished difference in learning achievement between physical and virtual manipulatives for students.
2.There is no notable difference in learning achievement by using virtual manipulatives between male and female students.
3.In learning confidence,it also appears that sixth grade students are generally not confident in their math education.
4.With respect to interest in learning mathematics,the students are not interested in learning mathematics.
5.In learning satisfaction, all experimental groups have high satisfaction. This result demonstrates that virtual manipulatives can elevate student’s learning satisfaction.
6.Learning achievement, learning confidence, learning interest learning satisfaction, and learning attitude all appear to have a positive correlation.
We believe that the findings from this study may be useful a reference for mathematic education and future studies.
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