利用認知診斷評量探討數位教材設計對學習成效之影響—以排容原理為例

Abstract

本研究是探討不同的教材呈現方式，對學生在學習成效的影響，並比較在各認知能力的差異，進一步利用「認知診斷評量」分析各項技能的精熟程度，最後使用Rasch model探討教學方法對試題難易度的影響。 本研究以高中二年級數學科排容原理單元為教材設計主題，實驗組接受適性指標結合代數教材設計原則的多媒體教學，對照組接受適性指標結合串流式呈現的多媒體教學，另外選取傳統板書教學作為其它組，尚有同年級程度最好的兩個班作為資優組藉以比較。 研究結果如下： 1. 學習成效部分： 實驗組之中學業成就學生顯著優於其他組 2. 認知能力部分： (1)實驗組之中學業成就學生在程序執行部分顯著優於對照組 (2)實驗組之中學業成就學生在概念理解、程序執行部分顯著優於其他組 (3)對照組之中學業成就學生在概念理解部分顯著優於其他組 3. 技能精熟部分： (1)實驗組在技能4、5顯著優於對照組 (2)實驗組在所有6項技能均顯著優於其他組 (3)對照組在技能2、3顯著優於其他組 4. 實驗組與對照組的教學方法可以降低部分試題的難易度。

This research aims at discovering what influence it will have on students’ learning achievement through different presence of teaching materials and comparing the difference in each cognitive ability. However, it employs cognitively diagnostic assessment to analyze students’ mastery of each skill and finally applies Rasch model to investigate how teaching approaches will influence item difficulty. The research is targeted on inclusion-exclusion principle of mathematics for 10th graders. Experimental group accepts multimedia instruction with adaptive point and algebra teaching material designs. Controlled group accepts multimedia instruction with adaptive point and streaming presentation. Otherwise, researcher chooses the other students which accept traditional instruction without multimedia. The study called it ‘‘other group’’. Moreover, the study compares the gifted group to experimental group and controlled group. The research results are as follows : 1.Learning achievement : The students of medium learning achievement in experimental group perform better than controlled group. 2.Cognitive ability : (1)The students of medium learning achievement in experimental group perform better than controlled group on procedural knowledge. (2)The students of medium learning achievement in experimental group perform better than other group onconceptual understanding and procedural knowledge. (3)The students of medium learning achievement in controlled group perform better than other group on conceptual understanding. 3.Mastery of skills : (1)The students in experimental group perform better than controlled group on skill 4 and 5. (2)The students in experimental group perform better than other group on the full of 6 skills. (3)The students in controlled group perform better than other group on skill 2 and 3. 4.Mastery of skills : The teaching methods of experimental group and controlled group can reduce the degree of difficulty of some questions