電腦輔助教學對國小三年級學童面積概念學習成效之研究

Effects of Computer-Assisted Instruction on the Third-Grader Performance in Learning the Measure of Area

本研究探討電腦輔助教學對國小三年級學童面積概念的學習成效。採準實驗研究法，抽樣國小三年級兩班共六十位學童進行兩週內六節課的教學實驗。其中一班為實驗組，實施電腦輔助教學；另一班為對照組，實施一般教學。以面積學習成就測驗的後測、延後測量化資料為主，樣本個別訪談的質性資料為輔，來瞭解學童的學習成效；以數學態度量表的前測、後測來瞭解學童數學態度的改變情形。分析研究資料後，發現以下結果：一、本研究之電腦輔助教學強調面積初步概念，且提供面積比較、面積覆蓋測量的經驗，有助於國小三年級學童學習面積概念。二、實驗組的面積學習成就測驗試題之後測及延後測均顯著高於對照組。三、實驗組數學態度量表的後測顯著高於前測。

This study aimed to examine the effects of Computer-Assisted Instruction [CAI] on the third grade student's learning of area concepts. The method of nonequivalent-group designed in quasi-experimental study is applied. The 60 students from two classes in grade three were selected as the sample, and had been taught for six classes in two weeks. Post-test, delayed post-test and student interviews were analyzed to reveal the perceptions and attitudes towards this approach. To understand the variance of students' mathematics attitude, a survey on mathematics attitude scale was conducted in the experiment group as well.The results show that:1. The CAI is proved to be effective in helping the third-grader to learn the concept of Area by emphasizing the initial concept, Area comparing, and the experiences of area covering measurement.2. The performance of the experimental group is significantly better than the control one in both the post-test and the delayed post-test.3. In the experimental group, the result of post-test of mathematics attitude scale is significantly better than the delayed post-test.