以萬用揭示板為輔具融入教學對國小二年級學童「乘法(二)」單元表現之研究

The Study of Learning Achievement on Multiplication(2) for Second Graders Using Magic Board as Teaching Aid

本研究為探討以萬用揭示板為教學輔具融入國小二年級「乘法(二)」單元對學童之學習表現概況與學習成就之影響，以及瞭解不同程度學生解題表現與學習動機之差異。研究者採混合研究設計方式，以量化資料分析為主，輔以半結構性晤談資料評估學習成效，樣本取自台南市安南區某國小二年級兩個班級共49位學童，採用不等組前後測設計之準實驗研究，一班為實驗組，另一班為控制組進行實驗教學。教學後，兩組學童皆完成研究者自編的「乘法成就測驗」，研究者以統計分析套裝軟體SPSS 21.0進行描述性統計、單因子共變數分析和相依樣本t檢定等方法分析量化資料，並對實驗組學童進行半結構性晤談蒐集質性資料。研究結果如下︰ 1. 國小二年級學童在五種類型題目表現各有差異：以全體受試者而言，在「比較型題型」表現最佳，「等組型題型」表現次之，而「乘法意義題型」表現最差。實驗組在類型題型表現皆比控制組表現佳，在「乘法意義題型」中，實驗組得分表現比控 制組高出最多，為五個類型中差距最大。 2. 以萬用揭示板融入教學和傳統講述教學法比較，對國小二年級學童在「乘法成就測驗」表現達顯著差異。 3. 使用萬用揭示板融入國小二年級「乘法(二)」單元教學後，學童對萬用揭示板融入教學抱持著正向學習態度。

 

This study was to investigate using the Magic Board as teaching aids to understand the effects of performance and learning achievement among the second graders for the concept of multiplication(2) in mathematics. Meanwhile, we want to know the differences between problem-solving abilities of students of different levels of achievement. This study adopted mixed-methods designs that mainly quantitative data analysis, supplemented by semi-structured interview data to evaluate learning effectiveness. The participants were 49 second graders from two classes of public elementary school in Annan District of Tainan City. One class was experimental group receiving the quasi-experimental research of nonequivalent pretest-posttest design, while the other was the controlled group receiving traditional teaching method. After teaching, both groups of students completed the ""Multiplication Achievement Test"" designed by the researcher. The researcher used statistical analysis package software SPSS 21.0 to analyze quantitative data such as descriptive statistics, one-way ANCOVA, and dependent sample t-test, and conducted semi-structured interviews with experimental group students to collect qualitative data. The research results were as follows: 1. The second graders’ performance of solving multiplication math achievement test was different in five subscales of questions. The result showed that all the participants’ performance did best on subscales of “Multiplicative Comparison” followed by the type of “Equal Groups”. The worst performance type was the ""Multiplication Concept"". Among the problem-solving dimensionalities, the experimental group has better outcomes than the control group, especially in the type of “Multiplication Concept” that the best of five subscales. 2. Comparing using Magic Board as teaching aid with traditional teaching, there were significant difference between the experimental class and the controlled class on their performance of ""Multiplication Achievement Test"". 3. Second graders had positive learning attitude after learning the unit of multiplication(2) with the Magic Board.