| Summary: | 碩士 === 世新大學 === 資訊傳播學研究所(含碩專班) === 107 === A quasi-experimental method is used in this study. The study objects include one hundred and four students in four seventh-grade classes in New Taipei City. Fifty-two students in experimental group adopt the "multiple representation teaching method", while another fifty-two in control group adopt the "traditional teaching method" which teachers use didactic teaching and blackboard writing. The research tool is the achievement test constructed by the researcher to conduct post tests and latent learning tests. The questions in tests include four types: knowledge, comprehension, application, and analysis based on Bloom’s Taxonomy.
The results show learning effectiveness and learning retention of students accepting multiple representation teaching method is superior to those accepting traditional teaching method. The further analysis shows learning effectiveness of different levels of students accepting multiple representation teaching method is significantly superior to those in control group. We can learn from latent learning effectiveness tests that learning retention of the middle and low levels of students in experimental group is still superior to control group. Learning effectiveness of solving questions of knowledge, comprehension, application, and analysis in experimental group represents a more significant level than control group. After tests and mid-term exams, there is no significant difference in questions of knowledge and comprehension in the low level in the two groups, but in high-level questions of application and analysis learning retention in experimental group is superior to control group.
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