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國小注音符號補救教學追蹤研究

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表        次  表 3-1  實驗組與對照組人數、性別分配表 .............................. 35  表 4-1  實驗組和對照組在注音能力測驗前、後測及追蹤測驗之描述統計值 .
表 4-1  實驗組和對照組在注音能力測驗前、後測及追蹤測驗之描述統計值  首先就實驗組學童之測驗成績進行討論。在「聽寫單音」方面, 總分為 10 分,前後測的平均分數(標準差)分別為 2.20(2.36)和 5.66 (2.97) ,平均正確字數提高了 3.46 個字,而經過一個學期後追蹤測驗 的平均分數(標準差)為 6.42(2.82),平均正確字數較之後測提高了 0.76 個字。  在「聽寫聲調」方面,總分為 13 分,其前後測的平均分數(標準 差)分別為 6.22(3.67)和 9.47(3.36)
表 4-2  聽寫單音追蹤測驗共變量分析摘要表-以聽寫單音前測成績為共變量  變異來源  SS  df  MS  F  共變量  540.38 1  540.38 94.48***  組間  41.95 1  41.95 7.33**  組內(誤差)  743.55 130  5.72 全體  1295.56 132  註:* p<.05    **p<.01    ***p<.001  表 4-3  聽寫聲調追蹤測驗共變量分析摘要表-以聽寫聲調前測成績為共變量  變異來源  SS  df
表 4-2 顯示,在「聽寫單音」部分,排除前測成績的影響後,實驗 組與對照組間有顯著差異(F=7.33,p<.01) 。在「聽寫聲調」測驗亦 有相同情形,由表 4-3 可知,排除前測影響後,兩組間有顯著差異(F =19.22,p<.001) 。同樣的,表 4-4 則顯示兩組在「拼讀短文」測驗亦 存在有顯著差異(F=11.00,p<.001)。  綜合來看,從表 4-1 中可知實驗組成績優於對照組,表 4-2、4-3、 4-4 則可看出兩組的學習成效在追蹤期間三項測驗成績均達顯著差 異,呼應了前述有關於平均數
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