The Effects of Digital Learning on Vocational High School Student’s Mathematics Performance

• Main Authors: Wen-lung Li, 李文龍
• Other Authors: 張興亞
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/96514072132747406040

碩士 === 樹德科技大學 === 資訊管理系碩士班 === 104 === Purpose: Mathematics is considered one of the key subjects in school. Having basic knowledge and skills of math, students can not only solve daily life problems but also develop logical thinking ability. However, in traditional teacher-centered teaching environment, most teachers failed to provide a suitable and appropriate teaching method to help students learn math. Many foreign scholars have proposed that incorporating technology into teaching could help improve students’ learning effects. Based on this rationale, this study aimed to investigate (a) the overall differences between math performance of digital-learning class and traditional-lectured class; (b) the individual differences between high- and low-achievers’ math performance after they received digital-learning and traditional-lectured instruction. It is hoped that the findings of this study could provide teachers a plausible teaching strategy. Method: The subjects were recruited from a vocational high school in Kaohsiung where the researcher taught. Two classes were chosen as the experimental and the control groups to participate in this 20-week-long study. Results: (a) The difference between the experimental group, which received digital-learning instruction, and the control group, which received traditional-lectured instruction did not reach the significance level in statistics. However, the experimental group’s average score was 10 points higher than that of the control group. Moreover, both groups’ post-test scores were higher than their pre-test scores. (b) As to individual performance, the low-, mid-, and high-level students in the experimental group scored significantly higher in the post-test than in the pre-test. In the control group, however, there was no significant difference between low-, mid-, and high-level students’ post-test scores and their pre-test scores. Conclusion: The study showed that compared to traditional-lectured instruction, digital-learning instruction is more effective in the way that it improves students’ math knowledge and skills and benefits students’ learning performance. Therefore, more studies can be done by the following researchers to build a profounder digital-learning system and to integrate it with the digital materials in math class.