The Study of Effects Using Moodle as a Teaching-platform to Incorporate Percentage-learning in the Elementary School
| Autor: | Weni Hsu, 許文義 |
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| Rok vydání: | 2010 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 98 The objectives of this research are three-fold. The first is, to apply Moodle as a teaching and learning platform where we can design the teaching and learning media for the percentage learning. The second is, to explore how the platform affects the students when we integrate it with teaching and learning. The third is, to compare the maintaining effects between “The integrated technology with teaching and learning” and “Traditional lecturing approach (the oral teaching method)”. The research employs “The quasi-experimental design”. In the beginning, we shall randomly select participants from four classes in the sixth grade of an elementary school in Taichung County. Then, the four classes are randomly divided into the experimental group and the control group. “The integrated technology with teaching and learning” is applied to the former while “Traditional lecturing approach” is applied to the latter. Both groups would take “The percentage achievement test” when the teaching process is completed. Two months later, two groups of students will take the same test questions, namely “The percentage delay test”. As per their scores, teaching methods, and gender, students in the two groups are further divided into certain groups. After that, the result data would be set via a statistical analysis based on the research hypotheses through the use of SPSS 12.0 and Microsoft Excel. As the results, the research shows： (1) Students in the two groups make the statistical significant difference in maintaining effects rather than learning effects. (2) Students in the higher learning level make the statistical significant difference in learning effects rather than maintaining effects. (3) Students in the middle learning level make the statistical significant difference in maintaining effects rather than learning effects. (4) Students in the lower learning level make the statistical significant difference in both effects. (5) Neither gender of the experimental group makes a statistical significant difference in both effects. (6) Neither gender of the two groups makes a statistical significant difference in both effects. In conclusion, the research would suggest the Educational Institutes, the school teachers, and the research followers who would make use of and get benefit from the integrated technology with teaching and learning. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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