教學實踐研究 -第1卷 第2期 (2021-09-30)
一般論文

以學習者為中心之應用統計翻轉課程設計與成效評估

粘美玟 (Nian Mei-Wen) 國立陽明交通大學教育研究所研究生 ; 程姿螢 (Cheng Tzu-Ying) 國立陽明交通大學教育研究所暨師培中心研究助理 ; 吳俊育 ( Wu Jiun-Yu) 國立陽明交通大學教育研究所暨師培中心教授
第1卷第2期,P53-79
10.7007/JSoTL.202106_1(2).0003
本教學實踐研究的目標,在於建置一適用於高等教育之應用統計課程,進行「以學習者為中心」的翻轉教學,藉由學生學習認知與情意變化檢驗此課程實踐成效。研究對象為統計課程29名學生,以教學影片進行翻轉教學,結合遊戲式形成性評量科技,發展有利於教育領域研究生應用統計的認知與情意翻轉學習模組。在學期課程中,學生透過講義與影片進行預習與複習,每堂課結束進行形成性評量,並於學期後期分組完成統計專題作業。透過單組前後測實驗設計,研究結果顯示學生在統計課程的成績顯著提升,在統計學習焦慮因素中的「使用統計軟體的焦慮」顯著減輕。此外,不同性別或大學背景學生(i.e.文或理組),在控制其前測得分後,學生的統計焦慮因素後測分數多無顯著差異,顯見此課程規劃實施,對於維持不同性別或背景學生的學習焦慮感成效一致。本研究貢獻在於,整合創新科技與非同步課程影音教學模組之適性教學內容及形式,提供教育領域應用統計課程的教學框
架。
以學習者為中心教學,統計焦慮,應用統計,遊戲式形成評量
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JSOTL

The Learner-centered Flipped Instructional Design and its Effectiveness in a Hybrid Applied Statistics Classroom

Nian Mei-Wen ; Cheng Tzu-Ying ; Wu Jiun-Yu
Volume 1/ Issue 2, P53-79
10.7007/JSoTL.202106_1(2).0003
This study aims to develop a learner-centered instruction module with learning technologies in a hybrid flipped statistics classroom. The instructional module intends to improve graduate students’ cognitive and affective outcomes premised on statistics anxiety literature. Participants were 29 graduate students in an applied statistics course in Northern Taiwan. By introducing YouTube instructional videos and game-based formative Kahoot! assessments in the classroom, the study demonstrated the potential to enhance instruction effectiveness over the existing statistics teaching methods for students with a social science background. During the semester, students previewed and reviewed the lectures through the YouTube instructional videos. They received formative Kahoot! assessments at the end of each class and completed a group statistics project at the end of the semester. With a single group pre- and post-test experimental design, results showed that students’ statistics achievement increased while their anxiety in using statistics analytical packages decreased upon finishing this course. After controlling the pretest scores, gender and academic backgrounds did not have differential effects on the post-tests of statistic anxiety, which suggested the effectiveness of this instructional module held for students of different gender and academic backgrounds. This study contributes to the applied statistics teaching practices for social science students by incorporating adaptive learning content via innovative technologies and instructional videos to appropriately support students’ learning progress with moderate statistics anxiety.
learner-centered instruction, statistic anxiety, applied statistics, game-based formative assessment