五專護理科數學低成就學生補救教學成效之研究

The Study of Evaluating Remedial Instruction Program on Mathematics Underachievers

10.7067/JMHIT.200709.0125

黃美凰(Mei-Huang Huang)；宋永光(Yung-Kuang Sung)；劉如玲(Ju-Ling Liu)；邱愛芳(Aih-Fung Chiu)

數學低成就 ； 補救教學 ； remedial instruction ； mathematics underachievers

美和技術學院學報

26卷2期（2007 / 09 / 01）

125 - 137

繁體中文

This research is for the purpose of evaluating the effects of one–to-one Remedial Instruction applied to mathematics underachievers. Sixteen students who were below the 25% averages scores of mathematics in the midterm examination in the Department of Nursing Education (Five-Year Junior College program) were recruited. In which, eight students participated in the programs of Remedial Instruction by their desires while the others were assigned to a control group. A quasi-experiment research design was used for this study. The experimental group was given the program of one–to-one Remedial Instruction in Mathematics while the control group was only given the traditional instruction. After that, the quantitative and qualitative data was collected. SPSS 13.0 for Windows was used to analyze these quantity data, which included descriptive statistics, independent t-test, one sample t-test, ANCOVA (analysis of covariance). The results were shown as following: 1. The experimental group had a significant increase in the score of the academic final examination than the control group (p＜.01). 2. The experimental group perceived the positive learning satisfaction toward the one–to-one Remedial Instruction in Mathematics and got the average of 4.18 in the Likert's 5-points Scales of learning satisfaction. 3. The one–to-one remedial mathematics instruction made the students study hard and had more confidences in mathematics learning. Besides, they felt that mathematics were interested and easy to learn.

This research is for the purpose of evaluating the effects of one–to-one Remedial Instruction applied to mathematics underachievers. Sixteen students who were below the 25% averages scores of mathematics in the midterm examination in the Department of Nursing Education (Five-Year Junior College program) were recruited. In which, eight students participated in the programs of Remedial Instruction by their desires while the others were assigned to a control group. A quasi-experiment research design was used for this study. The experimental group was given the program of one–to-one Remedial Instruction in Mathematics while the control group was only given the traditional instruction. After that, the quantitative and qualitative data was collected. SPSS 13.0 for Windows was used to analyze these quantity data, which included descriptive statistics, independent t-test, one sample t-test, ANCOVA (analysis of covariance). The results were shown as following: 1. The experimental group had a significant increase in the score of the academic final examination than the control group (p＜.01). 2. The experimental group perceived the positive learning satisfaction toward the one–to-one Remedial Instruction in Mathematics and got the average of 4.18 in the Likert's 5-points Scales of learning satisfaction. 3. The one–to-one remedial mathematics instruction made the students study hard and had more confidences in mathematics learning. Besides, they felt that mathematics were interested and easy to learn.

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