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國小普通班教師對學習障礙學生實施評量調整之調查研究

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圖 3-1   研究架構圖  實施評量調整所遭遇之困難    1.  評量調整的制度   2. 評量調整的方式 國小普通班教師 教師背景變項 1.  性別 2.  年齡 3
表 3-5  預試問卷之項目分析結果  平均數相等的 t 檢定  題項  t  顯著性(雙尾)  保留或刪除  01  - .404 .688  刪除 02  4.108  .000 保留 03  3.281  .002 保留 04  5.714  .000 保留 05  3.695  .000 保留 06  4.659  .000 保留 07  4.583  .000 保留 08  6.507  .000 保留 09  4.540  .000 保留 10  3.989  .000 保留 11  7.463
表 4-7  調整評量呈現方式之次數分配與百分比(複選題)                向度  題項  人數  百分比 向度排序  整體排序  1.放大字體  32 13.9  9  20  2.預先錄製試題,以錄音帶或光 碟報讀試題  15 6.5  11  23  3.教師直接報讀全部或部分試題  88 38.3  4  6  4.試題依難易程度排列  36 15.7  8  19  5
表 4-15  不同年齡之普通班教師對學習障礙學生實施評量調整之態度的變異數分析 摘要  層面名稱  變異來源 SS  DF  MS  F  組間    39.34      3  13.11  1.54  組內  1930.64  226  8.54  認知層面  全體  1969.98  229  組間    16.19      3  5.40  1.07  組內  1144.51  226  5.06  意願層面  全體  1160.70  229  組間    21.94      3  7.31
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