The Benefit Assessment of the Network Formative Evaluation of Moodle's Different Test Modes to the Junior-High Computer Network Introduction Teaching
| Autor: | 蔡榮忠 |
|---|---|
| Rok vydání: | 2011 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 99 This study uses Moodle digital learning platform to conduct the junior-high 7th graders’ information course—teaching introduction to computer network. After the teaching of two little units is finished, it applies the network formative evaluation of three different test modes provided in the Moodle Quiz module—“Non-adaptive mode”, “Adaptive mode” and “Hot Potatoes mode” to help students review lessons as well as play the function of assisting and strengthening teaching. The network formative evaluation of Moodle’s three different test modes all have three typical strategies of “no offering answers”, “ repeatedly answering”, and “timely feedback”. Among these modes, “Adaptive mode” even has the strategy of letting testers get “more timely feedback” right after answering each question, while “Hot Potatoes mode” adds the strategy of showing the teaching material content for students to look for answers when evaluating. This study would like to explore how the network formative evaluation of Moodle’s three different test modes enhance the students’ learning effect. Main discoveries of this study are as follows: 1. Implementing the network formative evaluation of Moodle’s three different test modes can make a significant difference in promoting the students’ learning effect on computer network introduction course. 2. The effect of “Hot Potatoes Mode” is superior to the effect of “Non-adaptive Mode” and it can make a significant difference. On the basis of the typical network formative evaluation of “no offering answers”, “repeatedly answering”, “timely feedback” plus the strategy of “showing the teaching material content for students to look for answers when evaluating”, it can obviously enhance the students’ learning effect. 3. Implementing the network formative evaluation of Moodle’s two different test modes --“Non-adaptive mode” and “Adaptive mode” makes no significant difference in promoting students’ learning effect. In other words, there’s no significant difference in effect between getting the timely feedback right after answering each question and getting the feedback until the finished test paper is turned in. 4. The network formative evaluation of Moodle’s three different test modes for the learning effect of computer network introduction course makes no significant difference to the students of the same sex. There’s no significant difference neither to the boys nor to the girls. 5. With the same Moodle’s test mode to test the students of different sexes, the learning effect of computer network introduction course doesn’t reach a significant difference. 6. The network formative evaluation of Moodle’s three different test modes can reach a significant difference in enhancing the high-score-group students’ and medium-score-group students’ learning effect on computer network introduction course. 7. The network formative evaluation of Moodle’s three different test modes doesn’t reach a significant difference in enhancing the low-score-group students’ learning effect on the computer network introduction course. The question type in the evaluation of this study is all multiple choice question. This is different from the study of Shen Hsiu-Hsia in 2008—“The Evaluation of using Moodle’s Quiz Module on Computer Lessons at Junior High School”, in which the evaluation question type is all single choice question. Besides, the result of these two studies is also different. The result in this study shows that Implementing the network formative evaluation of Moodle’s two different test modes --“non-adaptive mode” and “adaptive mode” doesn’t make a significant difference in enhancing students’ learning effect. In addition, this study adds the network formative evaluation of Moodle’s “Hot Potatoes mode”, which uses the strategy of “showing the teaching material content for students to look for answers when evaluating”. The study result shows that it can make a significant difference in promoting the students’ learning effect on computer network introduction course, moreover, it can obviously enhance the high-score-group students’ and the medium-score-group students’ learning effect on computer network introduction course, reduce the failure rate and decrease the number of low-score students as well. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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