| Summary: | 碩士 === 臺北市立大學 === 資訊科學系 === 106 === With the widespread of information technology, e-learning becomes an important learning method in education. Many of researches developed digital learning management systems, providing the functions of on-line testing, discussion, downloading learning materials and submitting assignments. Nevertheless, most of them neglect the students’ individuals’ learning differences. The differential instruction strategies have the potential to enhance students’ academic achievement based on students’ prerequisite capacities. As a result, the main purpose of this study was to develop a Differential Instruction Management System (DIMS for short) for supporting the undergraduate students to learn tree concepts in data structure course.
DIMS adopted the dynamic fuzzy quiz-delivery method for offering differential instruction based on the students’ mastery degree of specified learning concepts. By comparing the fuzzy-assessed value of the question with the fuzzy-assessed value of student’s mastery of concepts, the DIMS can select the appropriate online practicing questions for the students with different abilities. The result of every practicing performance will also be used to modify the student’s own mastery degree of learning concepts. As a result, providing differential drill process is the main way for achieving the goal of differential instruction on DIMS.
The learning content and one-line drill questions of tree structures in data structures course is implemented in DIMS. After finished the system development, the study invited 30 ICT experts to evaluate system functions for improving the DIMS. To explore the learning effectiveness of the implementation of DIMS, this study adopted one-sample experiment for conducting a learning experiment in a university in Taipei city. The subjects were 50 undergraduate students, attending data structures course. The learning experiment lasted for four weeks. At the end of the experiment, the paper-based test of tree structures concepts and the on-line learning behaviors records on DIMS were used for assessing learning effect, and one-sample t-test was used for evaluating the acceptance of the system.
The research results are shown as follows:
1. The average on-line learning time of DIMS of the high learning belief group was significantly better than that of the middle belief group.
2. The tree learning achievement of high and middle prerequisite ability group was significantly better than that of the low prerequisite ability group.
3. In the case study, the results showed that 3 students from different prerequisite ability group but all in high learning time group promoted to higher level of learning achievement, and their acceptance towards DIMS is also higher than ‘agree’ scale. In short, DIMS is helpful for them.
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