Teaching Research on Scratch-Based Multiples Educational Materials

This study investigates whether there is a difference in students' learning outcomes when using Scratch-based educational materials for teaching multiples and common multiples compared to traditional textbook teaching. It also identifies common types of errors made by students. This quasi-experimental study targets fifth-grade students in elementary schools in Taichung City. The experimental group is taught using Scratch materials developed by the researcher, while the control group uses traditional textbooks. Students' performance on these tests is analyzed to assess learning outcomes. The research findings both Scratch-based and textbook-based teaching methods improved students' learning outcomes, but there was no significant difference between the two methods. Students performed best on multiples, followed by common multiples, with contextual applications being the weakest area. Scratch materials were found to enhance students' learning outcomes in common multiples and contextual applications. Common types of errors in the multiples and common multiples units include cognitive errors, problem-solving strategy errors, and errors in understanding the problem's meaning.