A Study of Moodle-based Remedial Teaching through Action Research:Using the Teaching of Fractional Number Unit of Mathematics on Primary School Education as an Example
|關鍵字:||網路學習平台;補救教學;行動研究;分數;online e-learning;remedial teaching;action research;fractional number|
This thesis aimed to explore the use of an online e-learning platform to facilitate teaching decimal fraction unit of the mathematical discipline in a sixth-grade class of a primary school of Hsinchu county. In this thesis, we proposed a two-phase approach for conducting the required remedial learning experiments based on the action research method. For comparison, we had two groups (i.e., two classes) of students participated in this study. Class A, totally having three students, was the experiment group, while Class B, having another 9 students, was the control group. First, in phase one, we applied the traditional classroom remedial instruction on Class A. Next, in phase two, we extended our teaching experiments by incorporated another class of students. On the one hand, as we still applied the traditional approach on Class B (i.e., the control group); on the other hand, we had changed to apply the online remedial teaching on Class A (i.e., the experimental group). Moreover, to validate the effectiveness of the online remedial instruction methods applied, we had also conducted an online questionnaire in Class A to further study students’ attitudes and perceptions about the two different approaches. The major results and findings of this study are as follows: First, according to expertise, online remedial e-learning systems are effective in promoting remedial education teaching; however, this might not necessarily be the case, especially if the same approaches are applied to some special individuals. For example, due to some common restrictions (e.g., ages of the students, economical problems), we found that, in the phase-two experiments of this limited study, the students in Class B (i.e., the traditional remedial instruction) had more effective performance improvements than those in Class A (i.e. using the online e-learning). Second, according to our limited survey results, most students express the very idea that the online remedial teaching approach is more interesting than the traditional instruction one, especially in arousing their interests to understand the study subjects. Finally, according to the above findings, we suggest that mathematics instructors should pay attention to the remedial instruction approach on issues including individualized differences, adaptive-learning problems and especially on the adoption of online remedial learning approaches. For further study, we suggest that future researchers expand the scopes and the objects of their studies, for example, by trying to explore different learning platforms, or conducting the online remedial approaches on different disciplines (e.g., Chinese/Mandarin, English).