本研究使用貝氏網路評量診斷系統的測驗結果依據，給予學生學習不足部分的學習建議與補救教學活動安排，並依適性提供補救教學建議與非適性補救教學兩種補救教學模式為實驗操弄變項。本研究目的主要以探討不同實驗操弄變項對國二學生於『生活中的立體圖形單元』學習成效的影響，同時，也探討不同自我覺察能力學生學習成效的差別。
　　研究方法採不等組前後測準實驗設計，研究結果以共變數分析針對各組前後測分數差異進行討論。研究結果指出，適性與非適性提供補救教學模式於「生活中的立體圖形」章節學習成效沒有顯著差異。但於適性提供補救教學模式環境下，低自我覺察能力的學生學習成效進步幅度顯著高於高自我覺察能力的學生。
　　本研究主要結論為：電腦化學習環境可以支援診斷評量系統提供立即的評量結果予補救教學系統，以安排合適的補救學習內容。並且，低自我覺察能力的學生在進行「診斷評量-適性補救-診斷評量」的補救教學模式後，可彌補自我覺察能力不足造成學習成效低落的情形。

　　The research developes remedial instructions based on the Bayesian Network Diagnostic Assessment System, and sets Adaptive / Non-adaptive Remedial System to be the treatments. The research aims to examine the learning effects of the treatments on math learning of secondary school students, and also examines the differences on the students with diverse self-awareness.
　　The research employed quasi-experimental design, and investigated by Analysis of Covariance (ANCOVA) on the pretest-posttest scores. The results indicated that there were no significant differences of the gain scores between the adaptive and non-adaptive remedial suggestions. However, low self-awareness students learning with adaptive remedial suggestions were significantly higher gain scores than those high self-awareness ones.
　　In conclusion, with a multimedia computer learning environment, it could support a diagnostic assessment system, and give testing results to the next remedial instructions quickly. Besides, low self-awareness students have learning insignificances could made up by having adaptive suggestions in such a “diagnostic assessment - remedial instruction - diagnostic assessment” learning cycle.

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