| Summary: | 碩士 === 國立臺北教育大學 === 教育傳播與科技研究所 === 105 === Abstract
The purpose of this study was to explore the learning achievements and the learning attitude towards mathematics of the low-achievement students in the after-school class after the remedial instruction by the flipped classroom approach. The participants were eight sixth-grade students in New Taipei City, and the remediation in the division of fractions and the division of decimals were implemented in three weeks respectively. The data of the learning achievement and the learning attitude towards mathematics were collected by the pretests and posttests of the questionnaires and the learning achievement tests. The video worksheets, learning feedback, and the teacher’s diaries were also collected to understand students’ learning performance in the two units.
The results were as follows:
1. The learning achievements of remedial instruction in the division of fractions and the division of decimals of the students were improved by the flipped classroom approach. The results of the posttests were significant difference by the Wilcoxon signed-ranks test, and it showed that the flipped classroom approach could improve the students’ learning achievement and understanding of the learning concept.
2. Remedial instruction by the flipped classroom approach could improve the learning attitude towards mathematics of the eight sixth-grade low achievement students in the after-school class.
(1) The scores of the favorite of mathematics, the values of mathematics, and the integral scale were significant differences by the Wilcoxon signed-ranks test, and it showed that the students had significant improvement in the three aspects.
(2) In the favorite of mathematics, the students represented that they liked mathematics more and had more interests in learning it.
(3) In the participation of mathematics, the students were willing to learn mathematics due to the gameplay and high learning autonomy of the flipped classroom approach, and because of the progress of the achievement, they would like to take more time to learn mathematics.
(4) In the self-confidence of mathematics, the students became confident in mathematics, willing to participate in the follow-up learning, and had better performance in their original class because they thought the questions of the worksheets and exams became simpler and the grades had improved.
(5) Finally, in the values of mathematics, academic performance had broadly influenced the students’ views to mathematics. Besides, students’ values in mathematics would be influenced by the academic performance, the gameplay and autonomy of learning, and the self-confidence towards mathematics.
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