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    Please use this identifier to cite or link to this item: http://tkuir.lib.tku.edu.tw:8080/dspace/handle/987654321/31387

    Title: 線上測驗應用於高職會計學補救教學之研究
    Other Titles: A study of applying online test for accounting remedial instruction of senior commercial high school
    Authors: 高韻閑;Kao, Yun-hsien
    Contributors: 淡江大學教育科技學系碩士在職專班
    張瓊穗;Chang, Chiung-sui
    Keywords: 線上測驗;會計學;補救教學;online test;Accounting;remedial instruction
    Date: 2006
    Issue Date: 2010-01-11 00:37:56 (UTC+8)
    Abstract: 由於資訊科技的發展,資訊也被廣泛融入教學的推廣,因此測驗方式逐步由紙筆測驗轉型為電腦測驗、教材由過去的電腦輔助教學漸漸變成不限時空線上即刻閱讀的模式。本研究者以高職會計課程為內容,建立適當的題庫系統與線上教材,並建立補救教學系統連結測驗結果與教材,以協助教育目標的達成與教學資源的有效運用。最後透過試用經驗的問卷調查,瞭解學生看法,做為本研究成效評估的參考。
    Following the development of information technology, information has been widely incorporated into the promotion of teaching. Thus, testing methods have gradually advanced from paper-pencil tests to computerized testing; teaching materials have advanced from computer-aided instruction in the past to online reading without limitations to time and space. This study focuses on senior commercial high school accounting courses to establish a suitable item bank system and online instructional materials, and to establish a remedial instruction system that connects test results and instructional materials; in hopes of assisting the achievement of educational targets and effective utilization of educational resources. Finally, questionnaires of trial experiences are used to understand student perspectives, as a reference for the evaluation of this study.
    In compiling an item bank, the researcher used various test theories, especially classical test theory parametric indicator. Through the examination of expert validity, the test questions were revised. After a pre-test of students to discard test questions that are below 0.25 in discrimination, the overall item bank difficulty reached an average of 0.5, and its reliability coefficients were generally over 0.8. As for online instructional materials, the Instructional Design Model was followed, and material content was established through the five major procedures of analysis, design, development, implementation, and evaluation. The steps were target analysis, learner analysis, instructional material analysis, media analysis, instructional strategic design, course content design, screen aesthetic design, system procedure design, and software, media, and system integration. Additionally, dynamic webpage techniques were used, which reveal the chapters to which student mistakes belong, and link to related instructional materials. Students can have remedial instruction without temporal or spatial limitations.
    From the questionnaires about trial experiences, students think that accounting is a difficult academic subject, there is low learning interest in accounting, and the grades are not very good; however, they have positive outlooks on online tests, on-line teaching, and remedial instruction systems. Also, students with different self-cognitions do not have significantly different views of online tests, on-line teaching, and remedial instruction systems. For students with high scores and low scores, aside from a significant difference in terms of online tests, they do not have significantly different views of online instructional materials and remedial instruction systems
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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