The study aims to investigate the overview and related situations for the learning achievement of integrated information technology into instruction at the fifth and sixth grade in elementary, in addition to analyzing the difference of learning achievement in fifth and sixth graders with different gender, age, parental education, and weekly time for access to computers. The study objects comprised students from an elementary school in New Taipei City, with sample of 23 classes and 610 fifth and sixth graders acting as the research sample.
The study tools include the self-prepared “Teaching Strategy and Learning achievement Questionnaire，” using descriptive statistics, t-test, ANOVA, Pearson correlation and other statistical methods on the research data to undergo data processing and analysis.
The major findings of this study are as follows: 1. Elementary school teachers show excellence teaching strategies for application of integrated information technology into instruction. 2. Elementary school teachers show excellent learning achievement for application of integrated information technology into instruction. 3. When teachers implement integrated information technology into instruction at fifth and sixth grades in elementary school learning achievement does vary according to gender and grades. However, learning achievement do not vary due to the different parental education and weekly time to access computers. 4. There is a significant correlation between teaching strategy of teachers implementing integrated information technology into instruction learning achievement in elementary school fifth and sixth graders. Finally, based on the findings and conclusions, recommendations were also proposed for future study.