The Effects of Integrating Interactive Response App into Junior High School Geography Teaching

• Main Authors: Yi-Chia Chuang, 莊宜家
• Other Authors: Gloria Yi-Ming Kao
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/36398213867792749062

碩士 === 國立臺灣科技大學 === 數位學習與教育研究所 === 103 === This study aims to explore the effects of applying an interactive response application in geography teaching on the learning achievement and motivation of the junior high school students. A quasi-experimental design was adopted as the main research method. Four classes of ninth-grade students attending a junior high school in New Taipei City, Taiwan, were recruited as research participants, giving a total of 103 participants. The teaching experiment lasted for six weeks. Two of the four classes (51 people) were assigned to an experimental group, in which interactive response app information technology¬-integrated teaching was applied. The other two classes (52 people) were the control group, in which general information technology-integrated teaching was applied. The research tools employed included geography test questions on learning achievement, a geography learning motivation scale, and a feedback form on the integration of the interactive response app into the class. Quantitative and qualitative analyses were performed on the data gathered. In addition, the geography teachers were interviewed regarding the trial usage of the app, using an interview guide, in order to understand their ideas and opinions. The conclusions are as follows: 1.The experimental group perform better on learning achievement than the control group. 2.For both interactive response app and general information technology-integrated teaching, the geography learning achievement of high-scoring students was better than that of low-scoring students. 3.Integration of the app into junior high school geography teaching effectively enhanced learning achievement of low-scoring students. 4.The experimental group perform better on learning motivation than the control group. 5.Different methods of information technology-integrated teaching and different levels of ability had no effect on students’ learning motivation. 6.Students evaluated the interactive response app positively. They believed that the app was fun and interesting to use, increased class participation and concentration levels, and deepened learning impressions. 7.The teachers also had a positive attitude towards the interactive response app. They identified advantages including instant interaction, increased class participation, and improved student motivation. Finally, suggestions are proposed based on the research conclusions above; they are intended to stand as a reference for geography teaching and related future research.