Keywords

1 Introduction

E-learning includes many kinds of electronically supported learning [1–8]. It is promoted in elementary school. This study adopted questionnaire survey to discuss pupils’ learning motivation and achievement with interactive E-learning in mathematics. The data were analyzed by SPSS for descriptive statistics, independent sample t-test, and one-way ANOVA.

Hung presents that E-learning is a significant method to promote students’ learning achievement for elementary school math course [9]. Chang presents that E-learning is a significant method to promote students’ learning achievement for a new tech issue [10]. Hung presents that e-Learning System (web) for Music Redemptive Instruction can effectively improve the students’ attitude towards music learning [11]. Tsai presents that the students’ learning achievement has significantly increased with the application of the Moodle Platform [12].

2 Method

The purpose of the study is the design of an interactive e-learning to assist in the teaching of Division and Fractions in an elementary school math course. To compare the effect of e-learning and traditional instruction on children’s learning motivation and achievement in mathematics, a quasi-experimental design was adopted in this study, with pretests and posttests being administered to different groups of students. Third grade students in a class at an elementary school in Chiayi County were selected as the study subjects.

The data were analyzed by SPSS for descriptive statistics, independent sample t-test, and one-way ANOVA. The students’ satisfaction degree of the above seven aspects were surveyed. The Likert five-point scale was adopted to calculate the points.

The procedure of the research survey is as follows:

  1. a.

    Pre-test: Using Cronbach α coefficient to examine internal consistency of the questionnaire.

  2. b.

    Analyzing the result of pre-test: After retrieving the questionnaire, we conduct reliability analysis and consult professionals’ advice to revise the questionnaire. The ultimate questionnaire is formed.

  3. c.

    Formal test: Proceed with the survey of the 180 questionnaire.

  4. d.

    Analyzing the result: Proceed with statistical analysis.

3 Result

After retrieving the questionnaire, we go on to data analysis and presenting statistical data. They were grouped according to their mathematics scores on a preceding test. An S-shaped grouping method was used to divide the subjects into Group A (experimental group) and Group B (control group), with the groups subsequently learning two course chapters. Two independent-sample t tests were performed. The pretest results showed that the t-test values for the chapter on division and fractions were .212 (p > .05) and .358 (p > .05) for Groups A and B, respectively; neither of which was significant. The results suggested that no significant difference existed between Groups A and B regarding their ability to learn the chapter on division and fractions. To understand differences in the posttest scores between the two groups, two independent-sample t tests were performed. Tables 1 and 2 show the t-test results of the chapter on division and fractions. As shown in Table 1, the t-test value of the posttest scores for the chapter on division was 1.182 (p > .05) for the two groups, which was not significant; Group A achieved greater improvement than did Group B. As shown in Table 2, the t-test value of the posttest scores for the chapter on fractions was −1.511 (p < .05) for the two groups, which was significant.

Table 1. T-test results of the posttest scores for the various student groups after learning the chapter on division.
Full size table
Table 2. T-test results of the posttest scores for the various student groups after learning the chapter on fractions.
Full size table

According to the students’ mathematics scores on the preceding test, the students were divided into a high-score group (top 27 %), middle-score group (46 %), and low-score group (bottom 27 %) to understand whether these groups of students showed significant differences in academic performance before and after interactive e-learning instruction. A one-way analysis of variance was performed. As shown in Tables 3 and 4, the F values of the pretest and posttest for the chapter on division were 9.25 (p < .05) and 8.83 (p < .05), respectively; the F values of the pretest and posttest for the chapter on fractions were 29.46 (p < .05) and 19.54 (p < .05), respectively. The results for the three groups were significant, indicating that significant differences in learning achievement existed among the groups of students.

Table 3. Analysis of variance for the chapter on division for students of all levels of academic achievement.
Full size table
Table 4. Analysis of variance for the chapter on fractions for students of all levels of academic achievement.
Full size table

To examine the influence of interactive e-learning instruction on the students’ learning motivation, the students were administered a pretest and posttest involving a scale of motivation to learn mathematics. The scale encompassed six dimensions: self-efficacy, active learning strategies, the value of mathematical learning, nonperformance goals, achievement goals, and learning incentives. Paired-sample t tests were performed on the pretest and posttest scores. As shown in Table 5, the average posttest score for each motivational dimension was greater than the average pretest score (p < .05). For the entire scale and for each dimension, the t-test results were significant, indicating that the students’ motivation to learn mathematics improved following the interactive e-learning instruction.

Table 5. Paired-sample t-test results of the pretest and posttest scores on the motivation to learn mathematics scale.
Full size table

4 Conclusions

The main purpose of this study was to investigate the influence on pupils’ learning motivation and achievement with interactive e-learning in mathematics.The results of this research are as follows:

  1. 1.

    A significance difference (improvement) in learning achievement existed between the students who received traditional instruction and those who received interactive e-learning instruction. The posttest mathematical scores of the students who received interactive e-learning instruction were significantly higher than those of the students who received traditional instruction.

  2. 2.

    After receiving interactive e-learning, students of all levels of learning achievement improved their learning achievement. Among these three groups of students, the low-score group demonstrated the greatest improvement.

  3. 3.

    As shown in the results, the average posttest score for each motivational dimension was greater than the average pretest score (p < .05). For the entire scale and for each dimension, the t test results were significant, indicating that the students’ motivation to learn mathematics was significantly enhanced after receiving interactive e-learning.