| Summary: | 碩士 === 世新大學 === 資訊管理學研究所(含碩專班) === 106 === This research mainly explores the learning effectiveness of junior-high school students for mathematics due to the installation of interactive flat panels in all classrooms of the Taipei Private Dongshan High School at the beginning of August in the school year of 2017. This research used Quasi-experiments for comparison. There are two gifted classes and two average classes each for both the seventh grade and eighth grade; the experimental group consisted of a gifted class and a normal class each from both the seventh grade and eighth grade, and the control group also consisted of a gifted class and a normal class each from both the seventh grade and eighth grade, totaling eight classes. The experiment lasted three weeks with eight courses a week and 40 minutes per course, totaling 960 minutes of teaching experiments. The teaching method of the experimental group included the use of interactive flat panels as well as course recordings as teaching aids, and the teaching method of the control group only included the use of interactive flat panels. Kang Hsuan teaching materials were mainly used as the teaching contents for the seventh grade students, and Han Lin teaching materials were used as the teaching contents for the eighth grade students. The actual contents taught were decided by the mathematics teacher of each class, and students from both groups were tested using the mathematics student learning motivation scale to assess the difference in effectiveness between the experimental group and control group.
After three weeks of experiments, a total of 360 motivation scale questionnaires were issued and 321 valid questionnaires were actually recovered. After analyzing the results of the experiment, it showed that: 1. Students who use interactive touch panels with course recordings do not always have better motives to learn than those who only use interactive touch panels; 2. Students who were taught using interactive flat panels with course recordings had better learning effectiveness than students who were taught using interactive flat panels alone.
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