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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/111203

    Title: 互動教學模式對學習障礙生之學習研究
    Other Titles: The research on interactive teaching model on students with learning disability
    Authors: 張鶴齡;Chang, Ho-ling
    Contributors: 淡江大學資訊與圖書館學系數位出版與典藏數位學習碩士在職專班
    Keywords: 學習障礙生;學習成效;Learning disabilities;Learning effective
    Date: 2016
    Issue Date: 2017-08-24 23:46:45 (UTC+8)
    Abstract: 研究目的:本研究在探討透過電子教科書與傳統式教科書兩種教學工具進行介入,來瞭解不同教學模式對學習前、後之成效。
    研究方法:以二因子變異數分析比較兩組別在介入前與介入後之差異、以獨立樣本t檢定進行考驗兩組別之後測結果,最後再以變異係數作為學習成效之依據,所有顯著水準訂為α = 0.05。
    研究結果:(一)不同介入組別有著相似的特徵,且電子教科書之介入後的進步幅度大於傳統式教學組。(二)前後測與不同介入型態達顯著差異(F(1, 4)= 18.10,p=.013 < .05)、後測部分亦達顯著差異(F(1, 4)= 12.880,p=.023 < .05)、兩者未達交互作用水準(F(1, 4)= 3.592,p=.131 > .05)。
    This study is to compare in intervention the different methods for learning disabilities, and to understand the differences in before and after intervention during the test.
    The two-way ANOVA statistical analysis is applied in the study, and used the independent t-test to understand the differences two groups, as well as the coefficient of variation to observation to two group who have increased more after the intervention.
    a.) There have similar characteristics in two groups, the E-book group is significantly increased more than tradition style teaching.
    b.) Before and after test results with different intervention are significantly differences (F(1, 4)= 18.10,p=.013 < .05), and partially in after-test is significantly differences (F(1, 4)= 12.880,p=.023 < .05), but there have no interaction with intervention types and test time.
    The E-book learning method in our study has shown that increased the learning consequent for learning disabilities than tradition style teaching group.
    Appears in Collections:[資訊與圖書館學系暨研究所] 學位論文

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