萬用揭示板融入國小五年級正方體與長方體單元對學童學習成就之影響研究

The Study the Effects of Learning Achievement on Cube and Cuboid for Fifth Graders Using Magic Board as a Teaching Aid

本研究目的在探討以「萬用揭示板」為數學輔具融入國小五年級「正方體和長方體」單元對學童學習成就及數學學習動機的影響。研究者採質量混合的設計蒐集資料，以國小五年級下學期第四單元「正方體和長方體」為實驗單元，樣本為台南市安南區某國小五年級兩班共38位學童，採準實驗研究法分為實驗組和控制組，以五年級上學期的數學總成績作為前測，研究者以「萬用揭示板」作為教學輔具對實驗組進行「正方體和長方體」單元教學，實驗組先接受「數學學習動機量表」前測，在教學實驗結束後，兩組學生接受「正方體和長方體概念成就測驗」，實驗組同時接受「數學學習動機量表」後測。以SPSS 21.0 為統計工具，透過描述性統計、單因子共變數分析等方法分析量化資料，並對實驗班學童進行半結構式晤談蒐集質性資料，分析報告研究結果如下： 一、國小五年級學童在正方體和長方體單元數學解題表現上之各種向度表現結果各有差異。全部受試者在「體積公式的應用」向度之表現最佳，在「正方體和長方體的展開圖」向度之表現最差。 二、以萬用揭示板為教學輔具應用在國小五年級正方體和長方體之教學成就，實驗組和對照組對於其正方體和長方體概念成就測驗得分有顯著差異，實驗組學童在正方體和長方體概念的表現上優於對照組學童的表現。 三、以萬用揭示板為教學輔具應用在國小五年級正方體和長方體之教學成效，學童在數學學習動機量表前後測上有顯著差異。

 

The purpose of this study was to explore the effects of learning achievement and learning motivation in Mathematics on the fifth graders by using the Magic Board as a teaching aid on the unit of “Cube and Cuboid”. Both quantitative and qualitative methods were utilized to collect the data in this research, focusing on Cube and Cuboid, a unit for fifth graders. A quasi experimental design was used. There were 38 students from two different fifth grade classes in a public elementary school in Annan District, Tainan City were assigned to either the experimental group or the control group. Students’ Math total scores from the first semester of fifth grade were taken as the pre test. The experimental group was instructed the unit, “Cube and Cuboid”, by using the Magic Board as a teaching aid. Before and after the instruction, the experimental group filled out the scale of motivation for learning Mathematics. After the instruction, both groups took the “Cube and Cuboid Achievement Test”. The statistic tools of SPSS 21.0 including descriptive analysis and one way ANCOVA were used to analyze the collected data. Moreover, semi structured interviews were conducted for the experimental group to further collect the qualitative data. The conclusions of this research were in the following: 1. The fifth graders’ performances of solving cube and cuboid math achievement test were different. The result showed that all the participants’ did the best on application of volume formula, but the worse on the nets of cube and cuboid. 2. Comparing leading in magic board into teaching with traditional teaching, there were significant differences between the experimental group and the control group on their performance of “Cube and Cuboid Achievement Test”. 3. The effects of using the magic board as a teaching aid were significant. The post--test of scale of motivation for learning Mathematics improved.