Comparison of Learning Achievement and Learning Attitude for Computer Application Fundamentals Course between using Task-Based Learning and Traditional Learning in Guangxi Minzu Normal University, China
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Abstract
The purposes of this study were: 1) to compare learning to learning achievement under task-based learning and traditional learning activities, 2) to investigate students' attitudes towards computer learning after task-based learning. The samples of this research came from 30 students in Class 1 and 32 students in Class 2 of Mathematics Education major in Guangxi Minzu Normal University in the 2023 academic year. Class 1 used task-based learning and Class 2 used traditional learning. The instruments were 1) 4 task-based learning and 4 traditional learning lesson plans. Likert scale was used to evaluate, the index of task-based learning projects was between 4.38-5.00, and the index of traditional learning projects was between 4.24-5.00, 2) learning achievement test paper, the item-objective congruence (IOC) value of each item in the test paper evaluation form was between 0.80– 1.00, and the difficulty (p) of the test paper was between 0.37-0.83, the discrimination (r) of the test paper was between 0.22-0.56. 3) learning attitude questionnaire, which the item-objective congruence (IOC) was between 0.60-1.00, the reliability of the questionnaire was 0.93, and the validity of the questionnaire was 0.70. Data analysis was performed by percentage, mean, standard deviation, and t-test. The results of this research were as follows:
1) The learning achievement of task-based learning was significantly higher than that of traditional learning at the .05 level. 2) The learning attitude of the task-based learning was significantly higher than that of the traditional learning at the .05 statistical level.
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