不同輔具教學法對國小五年級學童在小數的加減法單元的學習成就、學習動機之影響

The Effect of Different Teaching Aid on Learning Achievement and Motivation in Decimal Addition and Subtraction for Elementary School Fifth Graders

本研究目的在探討不同輔具教學法對國小五年級學童在小數的加減法單元的學習成就、學習動機之影響。研究者採質量並重的設計進行研究，以量化分析為主，質性晤談為輔，採用不等組前後測設計的準實驗研究，以高雄市岡山區某國小五年級兩個班級做為實驗樣本18人與控制組19人。研究資料分析方法採摘要統計、單因子共變數分析、相依樣本t檢定分析資料，亦透過晤談針對實驗組進行質性分析，輔助評估實驗之成效。選取研究者任教學校五年級一班為實驗班，進行為期8節課之定位板為輔具教學，對照組是同校五年級另一班學童，採用電子書為輔具教學進行8節課教學，教學內容均為康軒版第九冊「小數的加減法」單元。實驗教學後，兩班學童完成小數的加減法學習成就測驗及實驗教學前後實驗班學童受「數學學習動機量表」前後測，研究者採用SPSS 21.0分析資料，比較其差異。研究結果如下：一、國小五年級學童在小數的加減法學習成就測驗之表現個題型有所差異，以總樣本分析：以「小數的大小比較」之答題正確率最高，「認識多位小數」之答題正確率最低。二、定位板為輔具教學法與電子書為輔具教學法比較，對國小五年級學童在小數的加減法學習成就測驗之學習成就並無顯著差異。三、定位板為輔具教學法，比較國小五年級學童在「數學學習動機量表」前後測上達顯著差異。

This study mainly was to investigated the effect of different teaching aid on learning achievement and motivation in decimal addition and subtraction for elementary school fifth graders. The study was chiefly focused on quantitative design and supplemented by qualitative interview. This study is a standard experimental study with a nonequivalent pretest-posttest control group design. This study uses two classes of fifth grade students in the Gangshan District in Kaohsiung City Taiwan as the experimental group of 18 students and the control group of 19 students. The results of the study were adopted summary statistics, correlate samples one-way ANCOVA, paired sample t test to examine quantitative data. Besides, the study administered the qualitative analysis of experimental group and assisted evaluating effects of experiment by collecting data from student feedback. Two classes of fifth graders in the same school, one has eight classes and the gride plate was integrated into experimental group while the ebook teaching approach was applied to the control group. The decimal addition and subtraction concepts of the ninth volume math textbook published by Kang Shuan was rsed as teaching materials. After the experimental instruction learners of the two groups finished decimal addition and subtraction achievement tests and the experimental group finished the scale of math learning motivation. The collected data was analyzed by SPSS 21.0. The results were in the following: 1. The analysis of decimal addition and subtraction achievement tests of the two groups after learning 5th graders' decimal addition and subtraction concepts showed theat their best performance is on the decimal comparison and their weakest one is on multiple decimals. 2. There was no significant different between the students' performance in the guide plate integrated class and those in the ebook teaching class. 3. There was significant difference between the pretest and posttest of the experimental group's learning motivation scale.