以貝氏網路為基礎之電腦化適性診斷測驗結合電腦輔助教學對國中輕度障礙學生數學學習成效之研究

The Mathematic Learning Effects of Bayesian Networks Based Computerized Adaptive Diagnostic Test With Computer-Assisted Instruction to Junior High School Students With Mild Disabilities

本研究旨在探討國中輕度障礙學生接受以貝式網路為基礎之電腦化適性診斷測驗（Bayesian Networks Based Computerized Adaptive Diagnostic Test，簡稱BNAT）與電腦輔助教學後，對其在數學學習的影響，並了解實驗組學生對BNAT與電腦輔助教學的看法。本研究採不等組前後測設計，以臺中市某兩所國中20位輕度障礙學生為研究對象，立意取樣十人為實驗組，十人為控制組。兩組學生均接受「BNAT」前測、後測與追蹤測驗，實驗資料並加以統計分析，以前測為共變數，對全體學生進行單因子共變數分析。最後，對實驗組學生進行「電腦輔助教學意見調查表」，以了解實驗組學生對「BNAT結合電腦輔助教學」的意見與看法。本研究之結論如下：（1）「BNAT結合電腦輔助教學」能提升輕度障礙學生數學學習之效果，具有立即成效。（2）實驗組學生在BNAT「追蹤測驗」得分表現優於「前測」表現，且達顯著差異。

This study attempts to investigate the mathematic learning effects of applying Bayesian Networks Based Computerized Adaptive Diagnostic Test (BNAT) with computer-assisted instruction to the of junior high school students with mild disabilities as well as their opinions toward the program. The pre-posttest non-equivalent design was adopted while 20 students with mild disabilities were sampled as participants in the study. Participants were purposively assigned to experimental and control group. Both groups took pretest, posttest, and follow-up test. Data were examined statistically through ANCOVA with pretest as covariant. Opinions of participants in experimental group toward computer-assisted instruction were surveyed and analyzed. The research findings were as follows: (a) BNAT with computer-assisted instruction showed immediate effects on mathematic learning for students with mild disability, and (b) participants in experimental group scored significantly higher in follow-up test than pretest.