數學科 二次函數 學習에서 애니메이션 方式 提示와 停止畵像 方式 提示가 學業 成就에 미치는 效果 = The effects of courseware using computer animation or static graphic on the academic achievement of a quadratic function of mathematics

다국어 초록 (Multilingual Abstract)

This study aims at identifying the effects of presentation method using computer animation or static graphic by the learner’s cognitive style on the academic achievement of a quadratic function of mathematics. The quadratic function of mathematics is a learning task to understand the continuous relationship between variable x and y. Computer animation is considered a effective presentation method for understanding the quadratic function of mathematics because of its quality of motion and trajectory. The problem and hypotheses of the study were established as follows: Problem
Ⅰ: which of presentation method, computer animation or static graphic, is more effective in the academic achievement of a quadratic function of mathematics. Hypothesis
Ⅰ: There would be a significant difference in the academic achievement between computer animation method and static graphic one. Problem
Ⅱ: In CAI, does the computer animation have any effects on the academic achievement according to learner’s cognitive style? Hypothesis
Ⅱ-1: For the field-dependent learners, computer animation method would be the more effective than static graphic one in the academic achievement of a quadratic function of mathematics. Hypothesis
Ⅱ-2: For the field-independent learners, there would be no significant differences in the academic achievement of a quadratic function of mathematics between computer animation method and static graphic one. To test above hypotheses, learning content was selected from the mathematics textbook for the 3rd grade middle school students. As experimental groups, two 2nd grade classes of a middle school located in Kongju city in Korea were selected. One was treated with courseware using computer animation method, the other was treated with courseware using static graphic one. The number of the subjects was 42 respectively. The results of this study were as follows: 1) The group with computer animation method showed significantly higher academic achievement than the one with static graphic method(p〈.05). 2) For the field-dependent learners, the group with computer animation method showed significantly higher academic achievement than the one with static graphic method(p〈.01). 3) For the field-independent learners, there were no significant differences in the academic achievement between computer animation method and static graphic one(p〉.05). On the basis of the results, the following conclusions could be made. The courseware using computer animation method was more effective in learning a quadratic function of mathematics than the one using static graphic method. For the field-dependent learners, the courseware using computer animation method showed significantly higher academic achievement than the one using static graphic method, but for the independent-learners, there were no differences between the two methods.

목차 (Table of Contents)

• Ⅰ. 서론
• Ⅱ. 이론적 배경
• Ⅲ. 연구가설
• Ⅳ. 연구방법
• Ⅴ. 결과 및 논의
• Ⅵ. 요약 및 결론
• 참고문헌
• Abstract