A Study of The Performance of The Mild Mental Retarded Students Using Computer-Assisted Instruction to Learn English in Elementary Schools
| Autor: | May Lee Lin, 李林美 |
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| Rok vydání: | 2006 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 95 The purpose of this study is to discuss the performance of the mild mental retarded students using CAI to learn English in elementary schools. A multiple probe across behavior design of the single-subject is used. The learning platform is the U3 interactive evaluation learning system and 3 teaching units are designed to process the experimental teaching. The research subjects are one 4 grade and one 5 grade mild mental retarded students studying in regular classes in one of Miaoli County elementary schools. The experimental teaching design keeps on for 8 weeks, 4 classes per week and 30 minutes per class program. CAI is the independently variable and the English learning performance is the dependently variable. The indicator is the correct ratio of the two students when they are evaluated by the U3 interactive evaluation learning system. The data will be presented by diagram or table and analyzed visually. Based on the results, we come up with 3 conclusions: 1. There are good instant and suspend effects when the mild mental retarded students using CAI to learn English in elementary schools. 2. About the learning performance in letters, vocabularies and sentences of the mild mental retarded students using CAI to learn English in elementary schools: For the instant effects, the best 100% correct ratio is in letters, the second 86% correct ratio is in vocabularies and the last 53% correct ratio is in sentences. For the suspend effects, both letters and vocabularies get 100% correct ratio and the sentences get 67% correct ratio. 3. About the learning performance in listening, speaking and reading skill of the mild mental retarded students using CAI to learn English in elementary schools: For the instant effects, the best 88% correct ratio is from the listening skill, the second 80% correct ratio is from the reading skill and the 63% correct ratio is from the speaking skill. For the suspend effects, the best 94% correct ratio is from the listening skill, the second 86% correct ratio is from reading skill and the 75% correct ratio is from the speaking skill. The suggestions about the teaching and future studies based on the results and limits of this research are proposed and provided for teachers and researchers as the reference. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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