An Experimental Study of Varied Digital Presentation Tools Integrated into Classroom Instruction about Social Science Topics in the Elementary School
碩士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 103 === This study aimed to examine the effects of varied digital presentation tools integrated into social science instruction on students’ learning outcomes. A quasi-experimental with pre- and post-test control design was adopted to fulfill the research purpose....
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| Format: | Others |
| Language: | zh-TW |
| Published: |
2014
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| Online Access: | http://ndltd.ncl.edu.tw/handle/00676378231605570039 |
| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩博士班 === 103 === This study aimed to examine the effects of varied digital presentation tools integrated into social science instruction on students’ learning outcomes. A quasi-experimental with pre- and post-test control design was adopted to fulfill the research purpose. Research participants were fifth-grade students from three classes at a public elementary school in Tainan. Students in two experimental groups received Prezi and PowerPoint instruction, respectively. Students in control group only received traditional instruction. Two quizzes as formative evaluation were used to assess students’ immediate learning responses after class. One learning achievement test as summative evaluation was employed to measure students’ learning outcomes. One-Way ANCOVA was a primary statistical method to analyze collected data. The results showed that Prezi instruction enhanced students’ immediate learning responses after class and learning outcomes compared with traditional instruction. However, no significant difference was found on students’ learning performances between Prezi instruction and PowerPoint instruction.
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