The purpose of this study is to research the differences among students' academic achievements in Social Studies Learning Area, which are under the modes of the remedial instruction integrated with the information technology and the traditional oral one. We adopted the quasi-experiment design in this study and randomly chose 168 fifth grade students from two elementary schools in Taichung County as the experimental objects. After the written pretest, 91 students from A school were considered as the experimental group and given the remedial instruction integrated with the information technology; the other students were regarded as the control group and given the traditional oral remedial instruction. Then, they took the on-line posttest. Examing the scores of the pretest and posttest on the Social Studies published by Han-lin Bookstore with T-test and two-factor analysis of covariance in the software, SPSS, we get the results below: 1. The differences are significant under two teaching methods. The remedial instruction integrated with the information technology is obviously better than the traditional oral one. 2. Under the different teaching methods, the students of the same level have significantly different academic achievements on the posttest. 3. Using the same teaching method on the students of different levels makes the progressive grades significantly different. 4. Using the different teaching methods on the students of different levels makes the range of the progressive grades significantly different.
