| Summary: | 碩士 === 萬能科技大學 === 資訊管理研究所在職專班 === 104 === This study investigated the effect of interactive response system (IRS)-based teaching on the learning motivation and outcome of junior high school students to determine whether information and communication technology facilitates the students in learning Biology.
A quasi-experimental design was adopted to recruit 116 seventh graders from four classes in a junior high school in the Taoyuan City, and 6-week Biology courses were administered from December 14, 2015 to January 18, 2016. Specifically, two of the classes received a conventional curriculum and served as the control group. The remaining classes received an IRS curriculum and served as the experimental group.
The curricula were based on the first Biology textbook used by the school, and the first and second midterm exam scores of the students were used the pretest data to examine their learning outcome. The two student groups completed a Biology learning motivation scale for the pretest and posttest as well as a Biology learning outcome scale. The collected data were examined using descriptive statistics, analysis of covariance, and a t-test.
The research results are as follows:
(a)The IRS-based teaching significantly affected the Biology learning outcome of the junior high school students.
(b)The IRS-based teaching significantly affected the Biology learning motivation of the junior high school students.
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