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|Other Titles: ||A study of the effects of worked examples on triangle geometry for junior high students|
|Authors: ||方日升;Fang, Ryh-sheng|
|Keywords: ||示例教學法;Worked Examples;學習成效;學習態度;學習成就;Worked Examples;Learning Effectiveness;Learning Attitude;Learning Achievements|
|Issue Date: ||2010-01-11 00:28:36 (UTC+8)|
The main purpose of this study, is his second grades of the second half of the triangular geometric module in order to worked examples of improved version (referred to as the modified group) and traditional-style version-based Taipei-Taipei-Keelung (referred to as the traditional group) of two different teaching methods , in the implementation of five lessons, each lesson 45 minutes after the students achievements and attitudes of their advantages and disadvantages compared.
By researchers in Taipei County to teach in his second grades of a total of six classes of 201 students, the experimental design adopted pre-test & post-test quasi-experimental design study. And Mathematics at the end of the first semester results, respectively, will improve the group and traditional group is divided into well-differentiated, and ill-differentiated groups. To explore the improved group and the traditional group of students learning through two different units in the triangular geometry to study the effectiveness of changes to 2 × 2 ANCOVA students in each group the difference. The results of the data processing by statistical analysis, to obtain the following major findings:
1.Geometric modules for math, geometry math learning achievement of students:
1-1Improved group and traditional group learning achievement of all students, no significant differences between the two groups.
1-2Improved group and the traditional group of students of low academic achievement group, improvement was superior to the traditional group.
1-3Improved group and the traditional group of students of high academic achievement group, improvement was superior to the traditional group.
2.Geometric modules for math, students attitude towards learning mathematics geometry:
2-1Improved group and the traditional group of students learning attitude, improvement was superior to the traditional group.
2-2Improved group and the traditional group of the low group of students learning attitude, there was no significant difference between the two groups.
2-3Improved group and the traditional group of well-differentiated group of students learning attitude, there was no significant difference between the two groups.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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