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標題: | 線上教育平台於補救教學之效益-以均一教育平台為例 The Effectiveness of Online Education Platform on Remedial Teaching: A Case Study of Junyi Academy Platform |
作者: | Sheng-Lun Hou 侯聖倫 |
指導教授: | 翁儷禎(Li-Jen Weng) |
關鍵字: | 成長測驗,篩選測驗,補救教學,線上教育平台,均一教育平台, Remedial teaching,Online education platform,Junyi Academy,Screening test,Progress test, |
出版年 : | 2020 |
學位: | 碩士 |
摘要: | 本研究旨在探討於國小數學補救教學使用線上教育平台,對參與補救教學學生可能的效益。以台灣現行國小補救教學機制,學生須通過成長測驗,方認為其達到該年級之基本學力,故將成長測驗成績視為最終檢核的學習成效,探討線上教育平台的使用行為與成長測驗成績之間的關聯性。本研究為相關性研究,以宜蘭縣2017 年參與補救教學之5年級學生為研究對象。參與學生於2017 年5-6 月參與篩選測驗,於6-12 月中使用均一教育平台進行補救教學課程,補救教學結束後於當年12 月至翌年1 月進行成長測驗。本研究分為兩部分: 1. 針對成長測驗成績,以學生在均一教育平台之線上學習行為、線上學習成就,與教師線 上派發任務和習題,以及篩選測驗成績,進行回歸分析。 2. 針對未通過篩選測驗之學生,比較是否通過成長測驗者在線上教育平台的行為、學習成 就,與老師線上任務指派行為之差異。 本研究的主要結果顯示,學生在均一教育平台上的學習成就和成長測驗成績相關性高;學生的學習行為和教師的教學行為則與成長測驗成績沒有顯著相關;最後,研究者根據研究的結果提出建議,作為對使用線上教育平台進行教學的教師和學生以及後續研究之參考。 The purpose of this study is to explore the possible effectiveness of online education platform for the students who participate in the remedial teaching. By adopting the Junyi Academy online education platform, how students’ online learning behavior and achievement, and the teachers’ online teaching behavior affect the effectiveness of the remedial teaching is investigated. The participants of this correlational study involve the fifth grade students in Yilan who participate in the remedial teaching. These students take the screening test, participate in the remedial teaching lesson via the Junyi Academy online education platform, and then take the progress test after completing the remedial lesson. The study examines the relationship between screening test, student online learning behavior and the achievement, teachers’ online assignment behavior, and the score of progress test. In addition, for the students that do not pass the screening tests, the study examines whether passing the progress test has any difference in student online learning behavior, learning achievement, and teacher’s online assignment behavior. The result of the study indicates that students’ learning achievement on the Junyi online education platform is highly correlated with the score of the progress test. On the other hand, the score of the progress test shows no significant relationship with the learning behavior of the students and the teachers’ online behavior. Recommendations based on the result of this study are provided for students and the teachers intending to use online education platform and for further research investigation. |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/70727 |
DOI: | 10.6342/NTU202004159 |
全文授權: | 有償授權 |
顯示於系所單位: | 統計碩士學位學程 |
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