The Effects of Adaptive Collaborative e-Learning on Mathematics Achievement and Social Interaction of Junior High Students with Disabilities
| Autor: | Shih, Pei-Chun, 施佩君 |
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| Rok vydání: | 2014 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 102 The purposes of the study were to investigate the performance of adaptive collaborative e-learning on junior high students with disabilities for mathematics achievement, mathematical learning attitude and the ability of social interaction. The research samples were 40 junior high school students with disabilities from seven to nine grades in this study. The mathematical curriculum of seventh grade in first semester was used for the research included integers, fractions and algebra arithmetic and the experiment was conducted in two months. The study was conducted by using quasi-experimental research methods in order to facilitate sampling. The 40 tested students were assigned to experimental group and control group and received adaptive collaborative e-learning and resource class group teaching respectively. Both groups were participated experimental procedures including pre-test, experimental treatments and post-test. Before and after experiment, the students were conducted by items including "junior high tests in math word problems", "mathematical learning attitude scale" and "social interaction checklist". In the end of experiment, the students of control group were implemented in "collaborative self-assessment of the learning process" and "mutual assessment of peer collaborative learning process" in order to understand the actual use case of adaptive collaborative e-learning system. The results of study were summarized as follows: 1. Different teaching methods on mathematical learning performance. (1) For experimental group testers received "adaptive collaborative e-learning", the performance of mathematical word problems score and column score were significantly better than control group testers received "resource class group teaching". (2) For middle score experimental group testers received "adaptive collaborative e-learning", the performance of mathematical word problems score and column score were significantly better than control group testers received "resource class group teaching". (3) For the high score and low score group tester’s performance of mathematical word problems score and column score, there were no significant differences between different teaching methods on tester's mathematical learning achievement. 2. Different teaching methods on mathematical learning attitude. (1) There were no significant differences between high score group tester's performance of mathematical learning attitude. (2) There were no significant differences between middle score group tester's performance of mathematical learning attitude. (3) For the low score group tester's performance of "mathematical beliefs" in mathematical learning attitude, the experimental group (adaptive collaborative e-learning) was better than control group (resource class group teaching). 3. Different teaching methods on the ability of social interaction. (1) For the high score group tester's performance of "deal with conflict" in social interaction scale, the experimental group (adaptive digital cooperative learning) was significantly better than control group (resource class group teaching). (2) There were no significant differences between middle score group tester's performance of social interaction. (3) For the low score group tester's performance of "social interaction post test scores" and "cooperative behavior" in social interaction scale, the experimental group (adaptive collaborative e-learning) was better than control group (resource class group teaching). 4. For the aspect of adaptive collaborative e-learning attitude. (1) adaptive collaborative e-learning could effectively improve the ability of students with disabilities participated in group cooperation. (2) Experimental group students had a positive affirmation and evaluation for adaptive collaborative e-learning system. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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