Four-quadrant approach‐ an improved pedagogy for capstone project

A Comparative Study on the Impact of Traditional and Inclusive Teaching Strategies on Students’ Learning

According to previous studies, traditional laboratory safety courses are delivered in a classroom setting where the instructor teaches and the students listen and read the course materials passively. The course content is also uninspiring and dull. Additionally, the teaching period is spread out, which adds to the instructor's workload. As a result, students become less motivated to learn. In contrast, artificially intelligent educational robots (AIERs), help students learn while lessening the workload on instructors by enhancing teaching strategies, using robots to substitute for teachers, giving students access to a variety of instructional content, and improving interaction with students through the use of intelligent voice interactions and Q&A systems to promote student engagement in learning. If the robot is used for a long time for learning, it may lead to a decrease in students' interest in learning. Therefore, this study introduces the GAFCC model (the theory-driven gamification goal, access, feedback, challenge, collaboration design model) as an instructional design model to guide the development of a gamified AIER system, aiming to improve students' motivation and learning effectiveness for laboratory safety courses. To test the effectiveness of the system, this study conducted an experimental study at a university in China in the summer of 2022. 53 participants participated in the research, with a random sample taken from each group. Each participant was able to choose the time of their free time to engage in the experiment. There were 18, 19, and 16 participants in experimental group 1, experimental group 2, and the traditional group, respectively. Students in experimental group 1 learned using the gamified AIER system, students in experimental group 2 learned on a general anthropomorphic robot system and the control group received traditional classroom learning. The experimental results showed that compared to the other two groups, the gamified AIER system guided by the GAFCC model significantly improved students' learning achievement and enhanced their learning motivation, flow experience, and problem-solving tendency. In addition, students who adopted this approach exhibited more positive behaviors and reduced cognitive load in the learning process.

The effect of using differentiated teaching strategy in the development of creative thinking skills in second secondary students in the subject of mathematics and improve attitudes towards it. To achieve the objective of the study, the researcher prepared a teacher's guide for the use of differentiated teaching strategy in teaching mathematics of the second secondary grade, , as the researcher prepared a measure of attitudes towards interpretation, The researcher used quasi- experimental approach. The study sample consisted of (80) students divided into four groups (2) experimental (male and female) and (2) control (male and female), the experimental group has been taught using differentiated teaching strategy while the control group did not use this strategy, and in the end of the experiment the Torrance Verbal Test of Creative Thinking and the trends measurement were applied on the experimental and control groups. The results of the study showed a statistically significant difference between the average scores of the experimental and control groups students in applying Torrance creative thinking test in each skill of the three creative thinking skills and on the test as a whole. As well as the trends scale towards mathematics of these differences for the experimental group students who have studied using the differentiated teaching strategy. As the results of the study showed no statistically significant differences between the average scores of the experimental group and control group students due to the variable gender. In light of the results, the researcher made a number of suggestions and recommendations.

Objective To evaluate the results of Four-Step methods in traditional Chinese medicine Course. Methods 40 five-academic-year clinical medical students and 40 seven-academic-year undergraduate students were randomized assigned into experimental group (n=40, 20 five-academic-year clinical medical students and 20 seven-academic-year students) and control group (n=40, 20 five-academic-year students and 20 seven-academic-year students). The control group received conventional teaching, while four-step teaching break the gap between Chinese medicine and western medicine, build the base, form the framework of Chinese medicine and extend was implemented in the experimental group. Through questionnaire score, group discussion, the final evaluation of the theory and clinical training evaluation, the learning of the experimental group students and the control group students was compared. SPSS 18.0 statistical software was used and t test was employed to make analysis of the relevant data. Results The questionnaire at the end of the semester showed that the average score of students in the experimental group (36.18 ± 0.96) was higher than that in the control group (26.62±1.00), and the difference was statistically significant (P=0.017). In the discussion at the end of the semester, the experimental group paid more attention to the theory and technology of traditional Chinese medicine's learning persistence in future and its application in their professional practice. Scores in theory test were higher in seven-academic-year students in experimental group (88.40±8.79) than in control group (82.15±6.83) and the difference was statistically significant (P=0.017), but there was no difference in five-academic-year students between experimental group (75.40±12.09) and control group (77.85±11.99), which was not considered statistically significant different (P=0.524). In clinical practice, the rate of outstanding students in the experimental group of seven-academic-year was five percentage points higher than the control group, while the rate of outstanding students in the experimental group of five-academic-year was 10 percentage points higher than the control group. Conclusions Four step teaching is helpful to stimulating the learning enthusiasm of the students of traditional Chinese medicine, expanding students' vision of medical field, and promoting their construction of a more comprehensive medical knowledge framework. Key words: Medical colleges; Traditional Chinese medicine; Four-step teaching methods, Break the gap between Chinese medicine and western medicine, build the base, form the framework of Chinese medicine and extend knowledge

Along with the promotion and deepening of “Nine Year Joint Curriculum” in Taiwan, the trend of “student centered learning” in education has been greatly emphasized. Students are expected to take initiative roll in their study. In science and technology learning area, inquiry teaching method is the most popular and important way to achieve the curriculum goal. This research focuses on the learning effects of “Sound” unit with the adoption of an improved inquiry teaching method, also the differences caused by gender in students’ learning effect. At the end of the research, students’ feedbacks were collected and analyzed for researcher’s references and future study. One hundred and eleven students from four different classes were selected as research subjects from certain elementary school, and divided into two groups as the experimental group and the control group. Under quasi-experimental design, the teacher took inquiry teaching method to design the instructions for the experimental group, while following the traditional teaching method for the control group. The experiment lasted ten classes, and compared the learning effects from both the experimental group and the control group by quantitative research method. Moreover, the teacher collected the experimental group students’ feedback lists for “Sound” unit, and analyzed their feedbacks. The research tool included a test designed by the teacher for evaluating the students’ learning effects, and a feedback list for the experimental group students. Pre-test and Post-test were implemented to analyze the differences in learning effects from both of the groups, by using descriptive, ANCOVA, Johnson-Neyman Method to analyze the data collected from the students. And the feedback list was for researcher to analyze the students’ feedbacks and opinions about this improved inquiry teaching method. The results of the research show that with the two different teaching methods adopted in the teacher’s instruction, the experimental group students’ learning effects are obviously superior to the control group students’, who used textbooks. Also, considering the difference in learning effects caused by gender, male students’ grades in two groups indicate greater differences. Even within the experimental group, male students show better performance than female students. The experiment proves that in “Sound” unit, the improved inquiry teaching method turns out to be more effective on male students than female students. Furthermore, after analyzing the students’ feedback on inquiry teaching method adopted, the result shows that the improved inquiry teaching method can help the students clarify the concepts about “Sounds”, also induce great motivation. In this experiment, the improved inquiry teaching method was proved effective, and is worth of adopting in future instructions.

Ten-year-old students in an experimental group and a control group were tested for metacognitive abilities in reading comprehension before and after implementation of treatment in the experimental group. The teachers of the students in the experimental group were trained in metacognitive strategy instruction and in optimizing instruction time for reading comprehension. The learning gains made by the students in the experimental group in metacognitive abilities for reading comprehension turned out to be significantly greater than those made by the students in the control group. In the next school, year the students in the former experimental group and the former control group were tested for reading comprehension. It turned out that the students in the former experimental group had significantly better results on reading comprehension than the students in the former control group.

This study aims at investigating the influence of using flipped classroom model on Iranian EFL eleven graders’ English achievements and their willingness to communicate. A pre-experimental design was used in this study. The participants were students in four classes of two high schools in Sanadaj, Iran. Two classes functioned as experimental and two others as control. The students in the experimental group (N=48) received instructional videos based on their English textbook. The videos were uploaded on a social network channel made by the researcher so the students could download them and watch them at their convenience time. Each individual participant in the experimental group then had the opportunity to interact with his classmates and teacher via the social network made by the students. This could help the students in the experimental group for the in-class discussion formed on the content of the videos and textbook exercises, Meanwhile, the students in the control group (N=47) received in class traditional teaching focusing on lectures and explanations by the teacher. Despite these two different ways of presenting the contents of the English textbook, students in both experimental and control groups had the opportunity to take part in various learning activities in each classroom session including collaborative activities, completing the textbook exercises, giving comments and presenting new ideas, giving each other support and feedback and taking in-class quizzes. Statistical analysis of the post- test results revealed that the participants in the experimental group could outperform the participants in the control group. Furthermore, the findings of this study indicated that there was a significant difference in learners’ willingness to communicate between experimental and control groups in favor of the experimental group.

BackgroundIt has been proved that basic science knowledge learned in the context of a clinical case is actually better comprehended and more easily applied by medical students than basic science knowledge learned in isolation. The present study intended to validate the effectiveness of Clinically Oriented Physiology Teaching (COPT) in undergraduate medical curriculum at Melaka Manipal Medical College (Manipal Campus), Manipal, India.MethodsCOPT was a teaching strategy wherein, students were taught physiology using cases and critical thinking questions. Three batches of undergraduate medical students (n = 434) served as the experimental groups to whom COPT was incorporated in the third block (teaching unit) of Physiology curriculum and one batch (n = 149) served as the control group to whom COPT was not incorporated. The experimental group of students were trained to answer clinically oriented questions whereas the control group of students were not trained. Both the group of students undertook a block exam which consisted of clinically oriented questions and recall questions, at the end of each block.ResultsComparison of pre-COPT and post-COPT essay exam scores of experimental group of students revealed that the post-COPT scores were significantly higher compared to the pre-COPT scores. Comparison of post-COPT essay exam scores of the experimental group and control group of students revealed that the experimental group of students performed better compared to the control group. Feedback from the students indicated that they preferred COPT to didactic lectures.ConclusionThe study supports the fact that assessment and teaching patterns should fall in line with each other as proved by the better performance of the experimental group of students compared to the control group. COPT was also found to be a useful adjunct to didactic lectures in teaching physiology.

The study aimed to determine if there is a significant difference between peer and lecturer assessment scores and to explore the relationship between peer assessment scores and the study year of preservice teachers. Furthermore, the study explored the effect of Blackboard Collaborate online group presentations on the development of pedagogical skills of undergraduate pre-service teachers. Two hundred and sixty-two peer and lecturer assessment scores were compared, while 53 students completed the Google form survey. A Wilcoxon signed-rank test showed a statistically significant difference between peer scores and lecturer-moderated scores in different courses. However, the test did not show a statistically significant difference in the course N2. There was a statistically significant negative correlation between the study year and the difference in scores. The data revealed that the group presentations and assessment improved the pedagogical and assessment skills of the pre-service teachers. The findings are expected to inform practitioners about group presentation and peer assessment practices and their potential to improve pedagogical and assessment skills for preservice teachers during a period of crisis such as the COVID-19 pandemic.

This research aimed to study health promotion and anti-smoking need in order to propose a model for learning and campaigning against cigarette smoking for students at Rambhai Barni Rajabhat University, including 1) to study the attitudes and smoking behavior of students and propose a model for learning and campaigning against smoking for students at Rambhai Barni Rajabhat University, and 2) to compare the similarities and differences in the development of a cigarette campaign model and present the application guidelines from the lessons learned at Rambhai Barni Rajabhat University. The sample group consisted of 120 first to fourth grade students of Rambhai Barni Rajabhat University, divided into 60 controlled groups and 60 experimental groups. The researcher selected purposive sampling using student volunteers who participated in activities comprising 80 percent of the research process. The researcher managed a collaborative learning and enhancement process to develop an anti-smoking campaign in the university, including seven activities for experimental groups. A questionnaire was used to collect data, which were analyzed by percentage, mean (x), standard deviation (SD), t-test, and paired-t-test. In addition, qualitative data were collected by participant observation, in-depth interview, focus group discussion and lessons learned by using after action review (AAR). Following all the activities, the data was analyzed and checked for quality by triangular method. The research found that: 1. For the media and learning process development, students had a need for health promotion and an anti-smoking campaign using knowledge media to provide knowledge about the harm of smoking and how to avoid and prevent it in universities. An effective learning process design must incorporate interesting topics and learning activities suitable for the target groups. 2. As far as the learning process with respect to attitude and smoking avoidance behavior was concerned, using the t-test to distinguish between the experimental and control groups, it was found that before the experiment, there was no difference, but following the experiment, there was a significant difference (t = 2.16, p = 0.03) at the significance level of 0.05. That is, t and control groups was found that withtthe experimental group had a mean score on knowledge of the harm of cigarette smoking (x = 4.61, SD = 0.26) significantly greater than that of the control group (x = 4.50, SD = 0.29). However, one month after the experiment, there was no difference. From the paired t-test, comparing the attitude and smoking avoidance behavior of students in the experimental group before and after the experiment, it was found that there was a significant difference (t = -2.41, p = 0.02). Average scores (x = 4.68, SD = 0.22) were higher than before the experiment (x = 4.59, SD = 0.25), but one month after the experiment there was no significant difference. For the control group, there was no significant difference before, during and one month after the experiment time. 3. With regard to the cigarette smoking knowledge campaign at university, it was found that the experimental group gained knowledge after participating in the collaborative learning and enhancement process to develop non-smoking practices at the university rather than before participating in the process. The experimental group paid attention to the form of activities and intended activities. The results show that after the collaborative learning process to develop a campaign for sustainable non-smoking behavior in universities, the learning process and the media should be directed to specific target groups. As regards both knowledge and behavior, group analysis should be conducted and continued support provided to maintain the project. 4. As for the development of learning format and cigarette campaign, it was found that there are three main internal factors namely, (i) creative media (ii) development of the learning process, and (iii) learning community. Further, four external factors were important including (a) preparing people to create people, (b) preparing knowledge to create knowledge, (c) development of an external network, and (d) organizing culture. All these are important aspects of the design of cigarette campaign to promote sustainable non-smoking behavior in universities. Keywords: Collaborative Learning Processes, Sustainable Non-Smoking University, Sustainable Non-Smoking Behavior

The effects of UZWEBMAT on the probability unit achievement of Turkish eleventh grade students and the reasons for such effects

استهدفت الدراسة الحالیة بحث فاعلیة بیئة التعلم الإلکترونیة التشارکیة القائمة على مبادئ نظریة المرونة المعرفیة وذلک بدلالة تأثیرها فی تنمیة مهارات معالجة المعلومات والذکاء الجماعی لدى طلاب کلیة التربیة جامعة الإسکندریة؛ والتى تم إنتاجها عبر نظام الحوسبة السحابیة لموودل Moodle Cloud وتضمنت بنیة معرفیة ومهاریة فی صورة موضوعات تعلیمیة تختص بالشبکات الاجتماعیة، والتطبیقات التربویة عبر شبکة Facebook، والمدونات، وملف الإنجاز الإلکترونى E-Portfolio، وتم إنجاز الأنشطة التشارکیة المختلفة والمتعلقة بکل موضوع من موضوعات البیئة باستخدام مستندات جوجل التشارکیة وتکونت مجموعة الدراسة من 98 طالبا وطالبة من طلاب الفرقة الثالثة تعلیم أساسی شعبة العلوم ، وتم استخدام أداتین للبحث: اختبارمهارات معالجة المعلومات و اختبار الذکاء الجماعی ولتحلیل نتائج البحث تم استخدام اختبار t-test للمجموعات المستقلة (Independent Samples t-test)؛ للمقارنة بین متوسـطی درجات طلاب المجموعة الضابطة ودرجات طلاب المجموعة التجریبیة فی التطبیق البعدى لاختبارى مهارات معالجة المعلومات والذکاء الجماعی وتوصلت الدراسة لوجود فرق دال إحصائیا عند مستوى ≤ 0.05 بین متوسطى درجات التطبیق البعدى لمجموعتى الدراسة فی اختبارى مهارات معالجة المعلومات والذکاء الجماعی لصالح المجموعة التجریبیة، کما تم استخدام اختبار t-test للمجموعات المرتبطة (Paired Samples t-test) للمقارنة بین التطبیقین القبلى والبعدی لطلاب المجموعةالتجریبیة فی اختبارى مهارات معالجة المعلومات والذکاء الجماعی، وتوصلت الدراسة لوجود فرق دال إحصـائیا عند مستوى ≤ 0.05 بین متوسـطی درجات أفـراد المجموعة التجریبیة فی التطبیقین القبلی والبـعدی لاختبارى مهارات معالجة المعلومات والذکاء الجماعی لصالح التطبیق البعدی ، ولحساب فاعلیة البیئة فی تنمیة مهارات معالجة المعلومات والذکاء الجماعی لدى طلاب المجموعة التجریبیة تم استخدام معادلة نسبة الکسب المعدلة لبلاک وقد بلغت 1.3 ، 1.6 على الترتیب وهی قیمة مقبولة، کما تم حساب معامل ارتباط بیرسون للتحقق من وجود علاقة ارتباطیة بین درجات طلاب المجموعة التجریبیة فی اختبار مهارات معالجة المعلومات و درجاتهم فی اختبار الذکاء الجماعی وقد بلغت قیمته (ر=0.667) وهی دالة إحصائیا ،وانتهى البحث إلى عدد من التوصیات والمقترحات بدراسات أخرى مماثلة على مجتمعات بحثیة مختلفة The present study aimed to search the effectiveness of collaborative E-learning environment based on the principles of cognitive flexibility theory and its influence in developing the information processing skills and the collective intelligence for students in Faulty of Education Alexandria University. This environment was produced by using Moodle cloud computing system, which included cognitive and skill structure, in the form of educational topics. These topics specialize in social networks and educational applications through Facebook, blogs, E-portfolio. The various collaborative activities which related to each topic of environment's topics was achieved by using collaborative Google Documents. The sample of the study consist of 98 male and female students from the third year of basic education science section. The researcher used two tools, the information processing skills test and the collective intelligence test. To analyze the results of the study, Independent Samples t-test was used to compare between the average degrees of students in control group and experimental group in pre- application forthe information processing skills test and the collective intelligence test. The results showed that there were statistically significant difference at level (≤ 0.05) between the average degrees of the post application for the information processing skills test and the collective intelligence test in favor of the experimental group. The Paired Sample t-test was used to compare between pre-post application for the information processing skills test and the collective intelligence test of students in experimental group. The results showed that there were statistically significant difference at level ( ≤ 0.05 ) between the average degrees of students in experimental group in pre-post application for the information processing skills test and the collective intelligence test in favor of the post application. Modified Blake's Gain Ratio was used to measure the effectiveness of this environment for developing the information processing skills and the collective intelligence testfor students in experimental group. The ratios are1.3, 1.6, respectively which means that they are acceptable values. The Pearson Correlation Coefficient was used to check if there is correlation relationship between degrees of students in experimental group for the information processing skills test and the collective intelligence test. The value is ( R=0.667 ) which means that it is statistically significant. The study ended with some recommendations and suggestions for other similar studies on different research communities

With the change in educational trends due to the pandemic, new approaches and strategies are applied in the teaching-learning process to provide quality education to learners continuously. One is the jigsaw method, a type of cooperative learning that enables students to work collaboratively with their classmates. This experimental study aims to determine the effectiveness of the Jigsaw method on the selected Grade 12 students in terms of cognitive ability and academic performance. This aims to answer the mean performance of the students in the control group in cognitive ability in terms of pretest and posttest, mean performance of the students in the experimental group who use jigsaw method in cognitive ability in terms of pretest and posttest, mean performance of the students in experimental group with regards to performance task after using the jigsaw method, significant difference in the performance of the students in control and experimental group in cognitive ability in terms of pretest and posttest. For control group in terms of mean performance as to cognitive ability, a negative t-test statistic was incurred which suggest that posttest scores are greater than the pre-test scores which are also evident in the computed means. The t-test statistic computed was beyond the critical t-value. For experimental groups mean performance as to cognitive ability, also incurred a negative t-test statistic. Furthermore, across the tests, the t-test statistic computed was beyond the critical t-value. In addition, all of the test obtained a p-value <0.000 which implies significance for the values are less than the significance alpha of 0.05. Hence, there is a significant difference observed. Regarding performance tasks, students were willing to participate in every activity. The level of students? brainstorming, time on task, and interaction increased. However, keeping the camera open always got the lowest mean which implies that students? cognitive ability continually improved, and they coped with different performance tasks with the help of the jigsaw method.

Introduction: Polycystic ovarian syndrome (PCOS) is a common multifaceted disorder found among females of the reproductive age. The disease is on its rise because of lifestyle and environmental changes occurring with modernization. Prevalence of PCOS is highly variable ranging from 2.2% to 26% globally. In India the prevalence was reported 9.13% and 22.5% by Rotterdam’s criteria and androgen excess society criteria respectively. Aerobic Exercise increases energy expenditure and physical activity in PCOS have shown to have a good impact on improving the anthropometric measurements such as body mass index, waist circumference, and metabolic parameters such as total cholesterol, IR, and lipid profile thus reducing metabolic syndrome and other risk factors associated with PCOS such as type 2 diabetes mellitus, cardiovascular and infertility. Statement of Problem: “Effectuality of aerobic exercise in alleviating signs and symptoms of PCOS among female nursing students at selected nursing college of Hubballi.” Objectives: To assess the signs and symptoms of nursing students with PCOS in both the experimental and control group. To evaluate the effectiveness of aerobic exercise in alleviating signs and symptoms PCOS among nursing students with PCOS in experimental group. To compare the post-test scores regarding signs and symptoms of PCOS of nursing students in experimental and control group. To find out an association between pre-test scores of experimental group with their selected socio-demographical variables. To find out an association between pre-test scores of control group with their selected socio-demographical variables. Methodology: A study was conducted to evaluate the effectiveness aerobic exercise in alleviating signs and symptoms of PCOS among nursing students of selected Nursing College, Hubballi. The research design used for the study was Quasi-experimental; Pre-Test, Post- Test Control Group Design. The setting of the study was KLES’s Institute of Nursing Sciences, Vidyanagar, Hubballi and SVP MVP Institute of Nursing Sciences, Hubballi. Results: Revealed that in experimental group, majority of subjects 9(60%) had moderate PCOS symptoms, 6(40%) had severe menstrual symptoms in pre-test, where as in post test 9(60%) had mild PCOS symptoms and 6(40%) had moderate PCOS symptoms. In control group, majority of the subjects 10(66%) severe PCOS symptoms and 5(34%) had moderate PCOS symptoms in pre test, where as in post-test all of the subjects 15(100%) had moderate PCOS symptoms. In Experimental Group The calculated value of paired ‘t’ value (tcal= 13.62)* was greater than the tabulated value (ttab=2.14). Hence H1 was accepted. In Control Group. The calculated value of paired ‘t’ value (tcal= 9.81)* was greater than the tabulated value (t tab=2.14). Hence H2 was accepted. The calculated unpaired ‘t’ value for experimental and control group t cal value (8.00)* was greater than the ttab value (2.043). This indicates that the mean reduction in PCOS symptom scores of nursing students in the experimental group who have practiced aerobic exercises was higher than those in the control group Hence H3 was accepted. There was no statistical association between pre test PCOS symptom scores of the subjects in experimental group and their selected demographic variables Hence H4 was rejected. There was no statistical association between pre-test PCOS symptom scores of the subjects in control group and their selected demographic variables. Hence H5 was not accepted. Conclusion: Therefore, the study concluded that, the overall pre-test PCOS score was moderate to severe. The post-test scores of nursing students who performed aerobic exercise showed significant reduction in signs &amp; symptoms of PCOS. There was no significant association between the pre test hemoglobin level of subjects and their selected demographic variable. Keywords: PCOS, Aerobic exercise, nursing students, experimental group, control group.

本研究主要目的在探討「資訊素養與倫理」數位教材融入教學對國小五年級學生在網路霸凌、網路交友及網路沉迷的認知態度及行動之學習成效，採用準實驗研究法，研究對象包含實驗組及對照組共六十位學生。本研究之課程包含現今青少年常見的網路不當使用的三個主題，藉由實驗結果來瞭解學生的學習成效，並希望提升學生在網路霸凌、網路交友及網路沉迷的認知態度及行動方面的能力。本實驗教學使用臺北市教育局出版的國小「資訊素養與倫理」數位教材作為教學內容來進行實驗教學。教學前後採用「資訊素養與倫理」認知態度及行動量表進行前、後測，並將實驗組與對照組學生進行後測比較分析，以了解學生在資訊素養與倫理認知態度及行動上之學習成效。實驗過程並輔以教學活動回饋單、學習單、教室觀察記錄表、教師心得與省思等質性分析以了解學生在實驗教學過程中的學習歷程與成效。其研究結果如下： 一、分析「資訊素養與倫理」認知態度及行動的前、後測結果，發現實驗組學生在後測的成績比前測來得高，在認知態度與行動兩大面向上達到顯著性，學習成效佳。 二、分析「資訊素養與倫理」認知態度及行動的後測結果，發現實驗組學生在後測的 成績比對照組學生來得高，在認知態度與行動兩大面向上達到顯著性，學習成效佳。 三、運用「資訊素養與倫理」數位教材融入教學對學生學習是有幫助的，實驗組學生 在資訊素養與倫理的認知態度及行動兩個面向上的學習成效達顯著性，且學生對 數位教材融入教學是抱持喜好的態度、滿意度高，且給予正面肯定。