| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 106 === The purpose of this study was to develop the "GeoGebra Software Animation Course," including setting course objectives, designing courses and event schedules, compiling handouts, recording the classroom activities and students’ problems in the classroom journal, and making a reflection as a reference for future researchers in the subject area.
Based on the purpose of the study, the researcher examined the correlation between participants’ academic achievements in math and their performance in this elective course in order to finding out the characteristics of the works by the individual student with bigger difference at the same time of the development of the course. The average of the scores in two midterms and one final exam in math served as students’ academic achievements in math; the grade on the work of dynamic geometry served as their performance in this elective course, whose full marks were 100%, composed of 60% for the basic operation, 20% for the aesthetic, and 20% for the creativity. The quantitative analysis of the two kinds of scores was conducted. And then the researchers selected three students with each biggest positive and negative gap from the results for qualitative analysis,including analyzing their works, conducting interviews, and examined the classroom journal. The conclusions were drawn as follows:
(1) After the implementation of the "GeoGebra Software Animation Course," there was no correlation between the participants’ academic achievements in math and their performance in this elective course. That is, students’ academic achievements in math did not affect their learning performance in the course.
(2) In addition, the results showed a significant and strong relationship between the aesthetic and the creativity in students’ works of dynamic geometry. In other words, as the score on the aesthetic went up so did that of the creativity.
(3) The first three cases of H1, H2, H3 students with the biggest positive gap, were all students who did not have a high level of academic achievements in math but had a moderate and high level of the learning performance in the elective course. Furthermore, they had a higher sense of accomplishment in learning and the level of the aesthetic in their works was slightly higher than the other three students with the negative gap.
(4) The top three cases L1, L2, L3 students with the biggest negative gap were all among the top students who had high academic achievements in math. Although the students did not have outstanding performance in this elective course, they have a higher level of mathematical thinking in their works, focusing on single creativity.
In conclusion, the researchers found out that there was no correlation between participants’ academic achievements in math and their performance in this elective course. The students’ learning performance were mainly based on their learning attitude. The researcher suggested to offer the student who had the better academic achievement in math the more difficult challenges and prizes in order to improve their learning performance in the course. For the students who had the lower academic achievement in math, the researcher suggested to praise their work in public, and timely encourage them to arouse their positive and continuing learning attitude.
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