| dc.description.abstract | Mathematics is considered one of the important subjects in modern education, with significant impact on students′ development and future career choices. However, Taiwanese students generally exhibit a fear of mathematics, lower self-efficacy in mathematics, and experience math anxiety, which not only restricts their growth but also suppresses their interest in mathematics.
Based on the Interest-Driven Creator Theory, this study designs the activity and system(LBTube) of ＂Collaborative Problem Solving and Learning by Teaching via Video Creation＂, integrating video creation into the Learning by Teaching approach and incorporating elements of collaborative problem-solving. Through this activity, students′ interest in learning mathematics can be stimulated, allowing them to be fully engaged in the learning process. With the assistance of the system, students can engage in cross-school peer assessment and observe others′ works, not only learning from peers′ problem-solving strategies and video creation methods but also gaining a sense of achievement, thereby enhancing their self-efficacy. Building upon previous research conducted by the team, this study incorporates the elements of collaborative problem-solving, allowing students to work in groups to solve problems and create videos, investigating the impact on students′ learning interest and motivation, as well as whether it can further improve the quality of students′ video production. Collaborative problem-solving enables students to solve mathematical problems through collaboration, sharing, and discussion. This collaborative learning approach encourages interaction and teamwork among students, increasing their confidence in their abilities and thereby improving their mathematical self-efficacy. Additionally, this study expands the age range of the experimental subjects to junior high school, exploring the differences in conducting video creation and Learning by Teaching activities in different settings.
The experimental subjects of this study consist of four classes of fourth-grade students from four elementary schools, totaling 95 students, and one class of seventh-grade students from a junior high school, totaling 25 students. Pre- and post-surveys on learning interest and the Motivated Strategies for Learning Questionnaire (MSLQ) are conducted, and descriptive statistics, paired-sample t-tests, and Wilcoxon signed-rank tests are used to analyze the results, supplemented by semi-structured interviews for discussion. The research results show that collaborative problem-solving and Learning by Teaching with video creation activities have a significant positive impact on learning interest and provide positive assistance in the aspects of self-efficacy and test anxiety within learning motivation. | en_US |