Authentic U-Fraction in Authentic Learning Environment

• Main Authors: MUHAMMAD IRFAN LUTHFI, 陸以凡
• Other Authors: Prof. Wu-Yuin Hwang
• Format: Others
• Language: en_US
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4hsj62

碩士 === 國立中央大學 === 網路學習科技研究所 === 107 === In this study, we developed a tablet-based application,namely Authentic U-Fraction to assist elementary school students in learningfractions with authentic contextual support. In this study,an experiment was carried out to investigate the effects of the students’ learning behavior toward the fraction learning achievements using Authentic U-Fraction. Three topics of fractions included are fractions concept, fraction simplification, and fraction addition/subtraction. Totally 54 fifth-grade students were assigned and divide into two groups, one experimental group,and one control group. The control group learned fraction using traditional teaching method and paper-based assignment, while the experimental group using Authentic U-Fraction in an authentic context. After the experiment, the result showedthat the experimental group performed better than the control group,especially in understanding fraction and fraction representation. The reason was that by taking the picture, making fraction representation from the picture, and making annotation facilitated students to learn fraction using Authentic U-Fraction. Authentic U-Fraction also helped students to do more practice by themselves and fully explain their solutions, but it does not affect their learning achievement. Because besides students did more practice, they also need to make a complete annotation that includesthree different representation: linguistic, logic mathematics, and visual representative. More students did practice with complete annotation higher their learning achievement. Application of three scaffoldings on students’ peer assessment also revealed that meaningful peer assessment couldcorrelate to the students’ learning achievement that also strengthened by the teacher assessment score that also has a higher correlation to the learning achievement from the assessment of assignment side. A Multiple regression result shown that teacher assessment score could strongly predict the posttest score. Overall, students satisfied with Authentic U-Fraction because it is easy to use, easy to learn, and it facilitatesthe students to learn fraction in an authentic context. In the final, the result of this study contributes essentialimplications along with conclusion and suggestion for future research.