行動學習對多重障礙學生學習成效之研究

A Study of the Effects of Mobile Learning on Multiple Disabilities Students

本研究旨在探討行動學習介入教學對於多重障礙學生學習成效之影響。研究方法採用單一受試研究法之A-B-C撤回實驗設計，即「基線期──處理期──維持期」，研究對象為兩位國小六年級多重障礙學生（輕度智能障礙伴隨輕度腦性麻痺），教學對象實驗組一位、控制組一位，自變項為行動學習介入教學（實驗組）與傳統教科書介入教學（控制組），依變項為學生學習之立即與維持成效。教學內容為國小六年級國語文第十二冊第五、六、七、八課，實驗過程包含每課的基線期、處理期、維持期。將四課所蒐集資料以單一受試實驗設計之視覺分析法進行分析，以了解行動學習與傳統教學對二位受試者國語文的學習成效。研究結果如下：一、行動學習介入教學對於多重障礙學生處理期學習成效有顯著效果。二、行動學習介入教學對於多重障礙學生維持期學習成效不穩定，沒有顯著效果；但是，整體而言，行動學習輔助教學介入之維持成效高於傳統教學介入。 The purpose of this study was to explore the intervention of mobile learning for multiple disabilities students' learning effectiveness. In this study, we applied single-subject research designs that are Antecedent-Behavior-Consequence. Research participants were two sixth-grade of elementary school multiple disabilities students (mild intellectual disability and mild cerebral palsy), and two sixth-grade of elementary school multiple disabilities students (One student was in the experimental group, and another student was in the control group). Independent variables are the intervention of instructional mobile learning (the experimental group) and the intervention of instructional traditional textbooks (the control group). Dependent variables are two groups' learning immediate and sustained effects. The research results are as follows. 1. The intervention of mobile learning has significant effects on multiple disabilities students in the intervention trial. 2. The intervention of mobile learning has no significant effects on multiple disabilities students in the sustained trial. However, on the whole, the intervention of mobile learning aids is more effective than the traditional teaching intervention.

The purpose of this study was to explore the intervention of mobile learning for multiple disabilities students' learning effectiveness. In this study, we applied single-subject research designs that are Antecedent-Behavior-Consequence. Research participants were two sixth-grade of elementary school multiple disabilities students (mild intellectual disability and mild cerebral palsy), and two sixth-grade of elementary school multiple disabilities students (One student was in the experimental group, and another student was in the control group). Independent variables are the intervention of instructional mobile learning (the experimental group) and the intervention of instructional traditional textbooks (the control group). Dependent variables are two groups' learning immediate and sustained effects. The research results are as follows. 1. The intervention of mobile learning has significant effects on multiple disabilities students in the intervention trial. 2. The intervention of mobile learning has no significant effects on multiple disabilities students in the sustained trial. However, on the whole, the intervention of mobile learning aids is more effective than the traditional teaching intervention.