Jyun-Yi Li
National Taichung University of Education Graduate Institute of Educational Information and Measurement
Email：leo06119@gmail.com
I-Ching Huang
National Taichung University of Education Graduate Institute of Educational Information and Measurement
Email：sunny642828@gmail.com
Shu-Chuan Shih
National Taichung University of Education Graduate Institute of Educational Information and Measurement
Email：ssc@mail.ntcu.edu.tw
Abstract
The purpose of this study was to investigate the learning effect of applying mathematics inquiry teaching with the adaptive learning platform in the “factors and multiples” unit of the 5th grade math curriculum. This study adopted a quasi-experimental design, “mathematics inquiry teaching with the adaptive learning platform” was used by the experimental group, and “traditional didactic teaching” was used by the control group. Then, the unit achievement and interest in mathematics learning between two groups were compared by paired samples t-test and ANCOVA. The results showed that there are significant differences between the pre-test and post-test scores in both the experimental group and the control group, and the learning achievement caused by the mathematics inquiry teaching with the adaptive learning platform is better than the traditional didactic teaching. As for students’ interest in mathematics learning, there is no significant improvement in each group, and no significant difference between the experimental group and the control group.
Keywords :adaptive learning platform, mathematics inquiry teaching, learning effect, factors and multiples