互動式電子白板提升國小五年級數學學習動機之研究

本篇論文旨在探討運用互動式電子白板提升國小五年級數學學習動機，以臺中市豐原區某國小103學年度，五年級兩個班級學生為研究對象。採用準實驗研究法進行比較，有效樣本共52人，實驗組運用互動式電子白板進行數學教學，對照組為一般傳統教學。教學教材採用南一出版社並搭配自由軟體相關教材，挑選五年級上學期的第七單元「平行四邊形面積」單元，為期二週、每週四節課、每節課40分鐘，共計320分鐘的實驗教學。量表部份採用國小二年級數學領域學生學習動機量表，評估在實驗前與實驗後兩組學生的前測與後測的得分，將所得之量表統計資料作獨立t檢定分析，發現以下二項結果，（一）實驗組和對照組在學習動機量表前測上無顯著差異。（二）經實驗教學後，實驗組和對照組的學習動機量表後測，在學習動機上具有顯著差異。亦即表示接受「互動式電子白板」教學的學生，在學習動機上的表現優於接受「傳統黑板」教學的學生。

The purpose of this study is to investigate the learning motivation on instruction integrated by the interactive white board (IWB) in teaching mathematics on the fifth graders of an elementary school. There are totally 52 students on the fifth graders of two intact classes from one elementary school in Fengyuan district of Taichung city. This work is performed from October to December in 2014. The study utilized the quasi-experimental research designs to compare the performance. One class is the experimental group, whose instruction was integrated by the interactive white board in teaching mathematics. The other is a control group, the instructor teaches mathematics with traditional didactic instruction. The learning outcomes on instruction conducted for two weeks within 320 minutes a week. The learning material includes the 7th unit ＂parallelogram area＂ from the Nan-I fifth textbooks and free software. A learning motivation scale and a learning outcomes test in math studies were used to measure the pre-test and post-test scores of the two groups. After independent t-test analysis of quantitative data, the researcher summed up the following two conclusions. (i) There is no significant difference between the experimental and the controlled group in pre-test of the learning motivation scale. (ii) After the experimental teaching, there is significant difference between the experimental and the controlled group in post-test of the learning motivation scale. We found that the learning motivation and learning interests have been enhanced after applying the interactive white board.