互動式電子白板的使用差異對國小生英語學習動機與學習成就之影響

The Impact of Different Usage of Interactive Whiteboard on Learning Motivation and Achievement of Elementary English Learning

本研究是探討互動式電子白板（IWB）的使用差異對學生的英語學習動機與學習 成就之影響，以準實驗研究法進行，研究對象為彰化縣某國小五年級三班的學生，在 教學實驗前已有一年使用IWB 融入教學的經驗，本研究依使用差異分成高、中、低 頻率組；各組每節課使用IWB 的時間分別為35 分鐘、20 分鐘、10 分鐘，教學實驗 為期8 週，每週2 堂，共16 堂課。 本研究在教學實驗前後，對三組學生進行「英語學習動機量表」與「英語學習成 就評量」之前測與後測，並以t 檢定來檢驗他們在學習動機與學習成就表現之差異， 再以獨立樣本單因子共變數分析，探究三組學生在學習動機與學習成就的後測上有無 顯著差異，所得結論如下： 一、高、中、低三組學生在英語學習動機之表現上皆無顯著差異。 二、高頻率組學生在英語學習成就之前後測表現上有顯著差異。 三、三組學生在英語學習動機與英語學習成就之後測表現上均無顯著差異。

The purpose of the study was to examine the impact of different usage of interactive whiteboard (IWB) in English teaching on elementary school students’ English learning motivation and achievement. The study employed a quasi-experimental design. The subjects were fifth graders from three classes in an elementary school in Changhua County. These subjects had prior IWB-integrated learning experience for one year before the experiment. According to the different usage， the subjects were divided into three groups. The high-frequency group was treated with IWB for 35 minutes each period and the inbetween-frequency group for 20 minutes each period. The low-frequency group was treated with 10 minutes IWB instruction and 30 minutes traditional instruction. The experiment lasted for 8 weeks， 2 periods per week， with 16 periods in total. Before and after the experiment， all of the subjects took the pre-tests and post-tests of English Learning Motivation Scale and English learning assessments. Pairwise t-test was applied to investigate the differences of students’ learning motivation and achievement between the pre-tests and post-tests of the three groups. The subjects’ post-tests were analyzed by one-way ANCOVA to distinguish the differences of students’ learning motivation and achievement among three groups. The results of the study were as follows: 1. There was no significant difference between pre-tests and post-tests of the three groups in English learning motivation. 2. There was a significant difference in high-frequency group’s pre- and post-test of English learning achievement. 3. There were no significant differences among three groups’ post-tests in both English learning motivation and learning achievement.