A Study of the Effect on Learning Achievement by Providing Interactive Student Response System in Class
| Autor: | Chia-Cheng Lu, 盧嘉正 |
|---|---|
| Rok vydání: | 2015 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 103 In the field of teaching, teachers how to use information technology into the class, to stimulate students' motivation to improve learning effectiveness, it is the focus of the work of teaching. Teachers how to exert their creative teaching to guide the busy students learning from passive into active roles, through the study hard, to achieve learning objectives. IRS to be explored in domestic and foreign for more than a master's thesis papers and journal articles, In the class activities, the interactive response system for teaching and learning have Very positive helpful and effectiveness, in addition to enhance in the function of the formation technology and simplify the use of difficulty, So that teachers use at integrating technology into teaching, teaching innovation is easier to reach past traditional teaching difficult to achieve. Thus, the present study design principles with interactive response inexpensive and easy to use Interactive Student Response System to solve problems integrating technology into the teaching field teaching., but the teachers how to use the more efficient way to collect feedback of students' ability to seem weak. If teachers can use IRS instant access to student feedback data, adjust teaching rhythm, if necessary, re-teach again. Or change the course content or the degree of difficulty for the students to explain the appropriate instance. In this study, measurements taken before and after the group of quasi-experimental designs ranging from the experimental group received interactive response principle designed teaching strategies and teaching activities, the control group did not. By statistical analysis of empirical data and results are as follows： the experimental group of students in the learning achievement test have measured higher than the control group students test scores. The experimental group of high, medium and low level of student achievement and control group, of high, medium and low achievement levels of students in achievement test posttest, only medium levels of students have significant differences in scoring. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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