互動式虛擬電子白板融入國小二年級數學之教學成效研究

本篇論文主要在探討互動式虛擬電子白板融入國小二年級數學之教學成效研究，於101學年度以彰化縣某國小二年級共兩個班級學生為研究對象，有效樣本共48人。採用準實驗研究法進行比較，實驗組運用互動式虛擬電子白板進行數學教學，控制組為一般傳統教學法。教學部份搭配南一出版社的教材，挑選二年級上學期的第七單元「幾點幾分」和第九單元「重量」兩個單元，進行為期六週、每週四節課、每節課40分鐘，共計960分鐘的實驗教學。兩組學生均接受「數學領域學生學習動機量表」和「數學領域學習成就測驗」，評估在實驗前與實驗後兩組學生的前測與後測的得分，將所得之量表統計資料進行檢定分析，以下三項結果：(一)使用「互動式虛擬電子白板融入教學」的學生在數學領域上的學習動機顯著優於「傳統教學法」，(二)使用「互動式虛擬電子白板融入教學」的學生在數學領域上的學習成就顯著優於「傳統教學法」，(三)經實驗教學後，對不同性別的實驗組學生在學習成就上沒有顯著的交互作用存在。

The purpose of this paper is to investigate the learning outcomes on instruction integrated by the virtual manipulative and interactive white board in teaching mathematics on second graders of an elementary school. There are totally 48 students on second graders of two intact classes from one elementary school in Changhua County participated on this work from 2012 to 2013. The study utilized the quasi-experimental research designs to compare the performance. One class is the experimental group, whose instruction was integrated by the virtual manipulative and interactive white board in teaching mathematics. The other is a control group, the instructor teaches mathematics with traditional didactic instruction. The learning outcomes on instruction conducted for six weeks within 4 hours a week. The learning material includes two units, the 7th unit 'What Time is it?' and the 9th unit 'The Weight' from the Nan-I third textbooks. A learning motivation scale and a learning outcomes test in math studies were used to measure the pre-test and post-test scores of the two groups. After the analysis of quantitative data, the researcher summed up the following three conclusions. (i) The learning motivation assisted by the virtual manipulative and interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (ii) The learning outcomes on instruction integrated by the virtual manipulative and interactive white board in teaching mathematics significantly outperformed those used by traditional didactic instruction. (iii) There is no significant interaction of the learning outcomes related to genders in the experimental group.