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首页> 外文期刊>International journal of humanities and arts computing >THE LEARNING EFFECTIVENESS OF INTEGRATING E-BOOKS INTO ELEMENTARY SCHOOL SCIENCE AND TECHNOLOGY CLASSES
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THE LEARNING EFFECTIVENESS OF INTEGRATING E-BOOKS INTO ELEMENTARY SCHOOL SCIENCE AND TECHNOLOGY CLASSES

机译：将电子书集成到小学科学和技术课中的学习效果

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摘要

Developments in technological tools happen every day. Developments in the publication of e-Books and production of e-readers also are happening daily. Currently, young people who live in highly technological areas are exposed to books not only through an adult's reading, but also by independently accessing e-Books which are available on the internet or on CD-ROMs. These multimedia tools usually provide assistance in oral reading, written text, oral discourse, music, sound effects, and animations'. The main purpose of this study was to investigate the influence of integrating e-Books into elementary school science and technology classes on students' learning effectiveness. This study employed nonequivalent group pre-test/post-test quasi-experimental design which consisted of conducting learning activities for 20 minutes a period, three periods a week, for a total of six weeks. In this study, there were 60 elementary sixth-grade students who were equally divided into an experimental group and a control group. The experiment design applied an e-Book Learning method for the experimental group and a Paper-Based Learning method for the control group, respectively. The instruments of this study consisted of three scales: (1) learning motivation scale, (2) learning attitude scale, and (3) learning effectiveness scale. After the experimental instruction, the data were analysed using seven different statistical methods: a Pearson correlation analysis, canonical correlation analysis, one-way MANCOVA, one-way MANOVA, one-way ANCOVA, path analysis, t-test, and paired t-test. These statistical methods enabled us to reach four conclusions: (I) There was no significant difference in learning effectiveness of e-Books integrated instruction between students of different sexes; (2) There was significant correlation between learning motivation and learning effectiveness of science and technology domain for the experimental group students; (3) There was significant correlation between learning attitudes and learning effectiveness in the science and technology domain for the experimental group students; (4) The experimental group students had a positive attitude toward e-Books integrated instruction. They thought the use of e-Books could enhance learning effectiveness and improve learning motivation.
机译：技术工具的发展每天都在发生。电子图书的出版和电子阅读器的生产也每天都在发展。当前，居住在高科技领域的年轻人不仅可以通过成年人的阅读来阅读书籍，还可以通过独立访问互联网或CD-ROM上的电子书来阅读书籍。这些多媒体工具通常在口头阅读，书面文本，口头演讲，音乐，声音效果和动画方面提供帮助。这项研究的主要目的是研究将电子书集成到小学科学和技术课中对学生学习效果的影响。这项研究采用了非等效的小组测试前/测试后准实验设计，该设计包括每学期20分钟，每周3次，总共6周的学习活动。在这项研究中，共有60名小学六年级学生，他们被平均分为实验组和对照组。实验设计分别对实验组应用了电子书学习方法，对对照组应用了纸本学习方法。本研究的工具包括三个量表：（1）学习动机量表；（2）学习态度量表；（3）学习效果量表。根据实验说明，使用7种不同的统计方法对数据进行了分析：皮尔逊相关分析，典范相关分析，单向MANCOVA，单向MANOVA，单向ANCOVA，路径分析，t检验和成对t-检验测试。这些统计方法使我们得出四个结论：（I）不同性别的学生在电子书综合教学的学习效果上没有显着差异； （2）实验组学生的学习动机与科技领域的学习效果之间存在显着相关性； （3）实验组学生在科学领域的学习态度与学习效果之间存在显着的相关性； （4）实验组学生对电子书综合教学持积极态度。他们认为使用电子书可以提高学习效果并改善学习动机。

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