The Effect of Teachback Used on Mobile Reading for Elementary School Students

• Main Authors: HSIEH, MING-LONG, 謝明蓉
• Other Authors: HUNG, MING-CHIEN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/y5zgcs

碩士 === 南華大學 === 資訊管理學系 === 107 === 　　The 12-Year Basic Education Curricula promoted by the Ministry of Education emphasizes inter-disciplinary learning, independent learning, and literacy-based education . In the digital age, students must develop their online self-learning skills. We can start from changing beliefs and lead students to become independent thinkers. In this study, the experiment research was adopted for two classes of second graders of Chiayi City. The number of valid samples was 22 in the experimental group and 23 in the control group. The experimental group adopts the Teachback Method with mobile technology and the control group adopts group discussion on the reading comprehension strategy course. The total teaching period was 480 minutes for 6 weeks. 　　According to the "Chinese Reading Comprehension Test" scores of the pretest, post-test, and delayed post-test, the study adopts descriptive statistics, homogeneity test, t-test, single-factor variance analysis and other statistical methods, data analysis and collation. The results of the study are as follows: 　　1. After the text-based reading comprehension strategy teaching intervened, the scores of the two groups of students in the Chinese reading comprehension test were better than the pretest, and reached significant differences. 　　2. One month after the the text-based reading comprehension strategy teaching intervention, the performance of delayed post-test in experimental group is better than the post-test on the Chinese reading comprehension, but did not reach significant differences; the performance of delayed post-test in control group is better than the post-test on the Chinese reading comprehension , and reached a significant difference; one month after the text-based reading comprehension strategy teaching intervention, the performance of delayed post-test in both groups is better than the pretest on the Chinese reading comprehension , and reached a significant difference. 　　3. One month after the text-based reading comprehension strategy teaching intervention, the students of control group got higher scores on the Chinese reading comprehension delayed post-test than the students of experimental group, but did not reach significant differences. 　　The above findings provide a reference for education-related bureaus and teachers to use the teachback method with mobile technology to enhance the mobile reading of the elementary students.