教學影片結合網路學習平台的數學補救教學成效

Abstract

本研究之目的在於探討影片數學教學活動對於學生數學學習表現之影響，以及接受補救教學的學生是否有更佳的數學學習態度。 本研究之研究對象為台北市某國中八年級第一次段考未達班級數學平均75分的學生，A班13位、B班8位、及C班12位。A班與B班由兩位不同數學老師分別進行課堂補救教學，C班學生則利用Moodle網路平台進行影片補救教學。本研究採前後測實驗設計，C班12人分派至「影片組」；A班13人及B班8人分別分派至課堂組1與課堂組2。教學前統一進行前測，影片組學生依據前測中老師所給的回饋，對應到線上真人教學影片課程，並可藉由線上測驗作即時的自我檢視，也可利用討論區與教師溝通。最後進行後測，以診斷學生的學習成效。 研究結果顯示：影片組的後測成績顯著優於課堂組1和課堂組2，也就是使用影片的補救教學顯著優於課堂補救教學。影片組學生大多對數學課程持正向態度，大多數學生相信自己能把數學學好，即使遇到較複雜的數字問題或學習上有困難，也願意嘗試思考或詢問教師。經過一階段的補救教學課程後，影片組學生對數學學習的態度更趨積極。The purpose of this study was to investigate the effects of teacher-guided instructional videos on students’ mathematics performance, and to know students’ attitude toward mathematics learning. The participants of this study were eighth graders whose mathematics scores were below the average scores of all eighth graders, in the first monthly mathematics exam of a junior high school in Taipei. There are 13 students from class A, 8 from class B, and 12 from class C. The participants from class A and B were taught by teachers. The participants from class C used instructional videos, to improve their mathematics learning. These 33 participants all had a pretest before they were taught with different approaches. The participants from class C, who learned through instructional videos received feedback from teacher. They learned from the videos, took online tests, and had online discussion with their teachers. Finally, all 33 participants took a post test. The result showed that the students from class C, who learned through instructional videos, got better scores in the post test than the students from class A and B. The outcome shows that learning through videos is more effective than through traditional lecture. Most of the students who learned through videos had more positive attitude toward mathematics learning, and started to believe they can become a better mathematics learner. They are getting more willing to think out the solutions or ask their teachers even if they faced more complicated mathematical questions.