| Summary: | 碩士 === 康寧大學 === 數位應用研究所 === 104 === With the development of technology and the changes in education philosophy, the teaching methods tend to be innovative, and the approaches of assessment have diversified from traditional paper-and-pencil tests also. The purpose of this study is to investigate how “Multimedia Assessment” affects the learning outcomes of social studies. By adopting the pre- and post- test design of Quasi-experimental, two classes of sixth graders of Tainan City with similar academic performance in social studies are taken as test subjects. One class serves as the experimental group which adopts the multimedia assessment, while the other serves as the control group which adopts the traditional paper-and-pencil tests. After 5 assessments were processed, and we make the following conclusions: (1) though multimedia assessment does not enhance learning achievement significantly in social studies, but still does better than the traditional paper-and-pencil test; (2) students of the experimental group has no significant enhancement on their learning achievement, but the post-test score is higher than the pre-test; (3) though multimedia assessment does not enhance learning attitude significantly in social studies, but still does better than the traditional paper-and-pencil tests; (4) though there is no significant enhancement in learning attitude in social studies for the experimental group students, but the post-test score is higher than the pre-test. Besides, two out of three dimensions reach the level of progress in learning attitude scale; (5) there is no significant correlation between the learning achievement and attitude toward social studies filed for students of the experimental group; (6) Over eighty percent of experimental group students hold a positive attitude toward multimedia assessment; (7) students prefer “matching” and “drag-and-match” in all approaches of multimedia assessments; (8) more than ninety percent of students love to take social study lessons for the teachers applying multimedia assessment.
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