Scratch軟體融入國小六年級圓周率與圓周長學習單元對學童的學習成就之研究

The Study of Integrating Scratch into Learning Ratio of the Circumference of a Circle to the Diameter and Circumference for Sixth Graders

本研究旨在探討以Scratch融入國小六年級圓周率與圓周長學習單元教學，對學童的學習成就和學習動機之影響，並瞭解不同程度學童在接受Scratch融入數學教學後的學習感受。研究者採質量並重之設計進行研究，以量化的測驗資料為主，質性的晤談資料為輔。選取臺南市安南區某國小六年級一個班為實驗班共25位學童為研究對象，進行為期6節課之Scratch融入圓周率與圓周長教學，另一班為對照班共25位學童，以傳統講述教學方法進行6節課教學，教材內容均為康軒版108年第十一冊第六單元圓周率與圓周長單元。在實驗教學前後，實驗班分別接受數學學習動機量表前、後測，再於教學後兩班皆完成圓周率與圓周長成就測驗，研究者將蒐集之資料用SPSS 21.0分析資料，進行敘述統計、單因子共變數分析及成對樣本t檢定，以量化分析結果比較其差異，亦透過晤談針對實驗班進行質性分析，輔助評估實驗之成就。研究結果如下： 1. 國小六年級學童在圓周率與圓周長單元之成就測驗各項度表現中，有關扇形周長的表現結果最差。 2. 使用Scratch軟體融入教學，學童在圓周率與圓周長成就測驗表現優於傳統講述教學法學童的表現。 3. 接受Scratch融入圓周率與圓周長教學後，學童在學習動機量表的前後測上有顯著差異。 4. 圓周率與圓周長成就測驗表現不同程度之學童，於晤談感受中皆肯定以Scratch融入數學教學，能提高數學學習動機，且認為對數學成績的提升有幫助。

 

The purpose of this study was to explore the effects of integrating Scratch into learning ratio of the circumference of a circle to the diameter and circumference on sixth graders’ learning achievement and motivation, and to understand the learning experience of students of different levels after Scratch was integrated into mathematics teaching. The research was based on quantitative and qualitative methods data collection and analysis were mainly based on quantitative data, supported with qualitative data. In this study, 50 students from two different sixth-grade classes in an elementary school in Annan District, Tainan City were assigned to either the experimental group or the control group. Scratch was used to integrate into the teaching of ratio of the circumference of a circle to the diameter and circumference for the experimental group and the control group receiving traditional teaching. The study lasted for 6 classes. The content of the textbook was Unit 6 "" Ratio of the Circumference of a Circle to the Diameter and Circumference "" of the 11th mathematics book published by Kang Hsuan Educational Publishing Group in 108 academic year. Before and after the teaching, the experimental group received the pre-test and post-test of the mathematics learning motivation scale. After the teaching, both groups completed the ratio of the circumference of a circle to the diameter and circumference achievement test. The statistic tools of SPSS 21.0 including descriptive analysis, one-way ANCOVA and paired sample t-test were used to analyze the collected data. Moreover, interviews were conducted for the experimental group to further collect the qualitative data. The major findings of this study were summarized as follows: 1. The results showed that the sixth graders’ performances on the perimeter of a sector was the worst in the ratio of the circumference of a circle to the diameter and circumference achievement test. 2. Comparing integrating Scratch into teaching with traditional teaching, the experimental group performed better than the control group on their ratio of the circumference of a circle to the diameter and circumference achievement test. 3. There are significant differences between the pre-test and post-test of the learning motivation scale after using Scratch in teaching ratio of the circumference of a circle to the diameter and circumference. 4. Students in different levels on the ratio of the circumference of a circle to the diameter and Circumstance achievement test affirmed that the integration of Scratch into mathematics teaching could improve their learning motivation and mathematics scores.