[[alternative]]The discussion of using the digital game software as remedial teaching on junior math underachievers

[[abstract]] 本研究旨在了解數位遊戲軟體融入數學低成就學生補救教學，對學生學習態度和學習成就的影響，研究採用準實驗設計法，以嘉義縣6所國小四年級96位學生為研究對象，進行7節課之教學實驗。在教學前後以「數學學習成就測驗」、「數學學習態度量表」為評量工具，對學生加以施測，以教學方法與能力水準為自變數，學習態度和學習成就為依變數，將實驗研究所得的資料以「二因子獨立樣本共變數分析」、「獨立樣本t檢定」、「成對樣本t檢定」等方法進行統計分析，以便考驗各項研究假設。 主要研究結果如下： 一、對數學低成就學生實施補救教學，「數位遊戲軟體融入補救教學法」成效優於「傳統講授補救教學法」。 二、對數學低成就學生實施補救教學，不同能力水準的學生的學習成效有顯著的差異。 三、在「數學學習成就測驗」中，教學法與能力水準沒有交互作用。 四、對數學低成就學生實施補救教學，「數位遊戲軟體融入補救教學法」學生的學習態度優於「傳統講授補救教學法」。 五、對數學低成就學生實施補救教學，「數位遊戲軟體融入補救教學」能降低學生的數學焦慮、增進數學的信心。 六、對數學低成就學生實施補救教學，高、低程度學生的學習態度上沒有顯著的差異。 七、在「數學學習態度」的表現上，教學法與能力水準沒有交互作用。[[abstract]] The purpose of this study was to understand the influence on junior math underachievers' achievement and attitudes after using the digital game software as remedial teaching. A quasi-experimental design was used with 96 students of fourth grades in Chaiyi 6 elementary schools,and seven teaching experiments were conducted. ＂The Math Attitude Survey＂,＂The Math Achievement Survey ＂ were adopted as instruments of analysis. The independent variables were the teaching method, the ability standard, and the dependent variables were the learning achievements and the learning attitudes. The data were analyzed by using ＂Two-way MNOVA＂、＂Independent-Sample t test＂、＂paired-sample t test＂ to analyze the collected data. The main findings were as follows： 1.The effects of digital-game-embedded teaching were better than those of Lecture Teaching . 2.There were no significant differences in the performances between high and low level underachievers after the remedial teaching strategies. 3.There were no interaction effects between math degrees and remedial teaching strategies. 4.The students'mathematics learning attitudes of digital-game-embedded remedy teaching were better than those of Lecture teaching . 5.The remedial teaching of using the digital game can reduce student's math anxiety, and promote student's math leaning confidence. 6.There were no significant differences in students' math attitude between high and low level underachievers after the remedial teaching strategies. 7.There were no interaction effects on students' math learning attitude between math degrees and remedial teaching strategies