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題名:國小學生行動學習準備度量表之發展研究
作者:顏百鴻 引用關係
作者(外文):Yen, Pai-Hung
校院名稱:國立臺南大學
系所名稱:教育學系課程與教學碩博士班
指導教授:歐陽誾
學位類別:博士
出版日期:2015
主題關鍵詞:國小學生行動學習準備度德懷術探索性因素分析驗證性因素分析Elementary school studentsMobile learning readinessDelphiExploratory factor analysisConfirmatory factor analysis
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本研究主要目的在發展國小學生行動學習準備度量表,建構具備信效度之國小學生行動學習準備度量表,並探討不同背景變項在量表的分析與應用。研究者先進行文獻探討歸納出行動學習準備度之內涵以建置預試問卷。再由4位學者和9位具有實務經驗專家組成德懷術專家小組,進行2個回合的德懷術問卷調查,以形成國小學生行動學習準備度正式量表。接著,以立意取樣的方式,蒐集全國35校共823份國小高年級學生的有效問卷以Amos 22軟體進行驗證性因素分析,並將所得資料透過SPSS for Windows電腦套裝軟體分析,進行描述性統計分析、因素分析、獨立樣本t考驗檢定、單一因素變異數分析。
根據研究資訊分析結果,本研究獲致以下結論:
一、國小學童行動學習準備度量表部分
(一)國小高年級學童行動學習準備度之內涵可包含使用科技能力、學習態度、溝通能力、學習信念和學習偏好等五大向度。
(二)國小高年級學童行動學習準備度量表中各向度所包含之內涵具有周延性。
(三)國小高年級學童行動學習準備度量表中各向度所包含之內涵具有重要性。
二、國小高年級學童在行動學習準備度量表之表現分析
(一)量表各向度與各題項之平均數皆大於理論平均值。
(二)量表各題項之標準差尚為集中,惟溝通能力向度中各題項之離線情形較大。
三、國小高年級學童不同背景變項在行動學習準備度之差異情形
(一)不同性別的國小高年級學童,在使用科技能力、學習態度、溝通能力、學習信念及學習偏好等行動學習準備度的表現並無差異性。
(二)國小六年級學童,在各分量中,除了學習偏好外,在使用科技能力、學習態度、溝通能力及學習信念的準備度表現較佳
(三)不同區域的國小高年級學童,在行動學習準備度量表的溝通能力向度,具有差異,以東區和中區學童比南區學童具有較高的溝通能力準備度
(四)資訊設備在國小高年級學童行動學習準備度量表之部分向度,具有差異,其中,除了溝通能力外,平板電腦觸控反應順暢的表現在其他向度之準備度較佳;學校提供Wi-Fi訊號在使用科技能力和溝通能力的準備度較佳;Wi-Fi從不斷線的表現在使用科技能力、溝通能力向度有較佳的準備度。
(五)使用頻率之每週使用平板電腦上課天數在國小高年級學童行動學習準備度量表的使用科技能力、學習信念、學習偏好等三向度,具有差異,以每週使用二天的準備度較佳;而使用平板電腦上課節數則在使用科技能力、溝通能力、學習信念、學習偏好等四向度,具有差異,以每週上課3~4節的準備度較佳。
(六)使用科目在國小高年級學童行動學習準備度量表的溝通能力,具有差異,以數學、自然與生活科技和藝術與人文等科目比其他科目具有較佳的表現。
(七)使用科技能力向度與年級、資訊設備、及使用頻率有關;學習態度向度與年級、平板電腦觸控情形有關;溝通能力向度與年級、學校是否提供wifi訊號、wifi訊號斷線情形、平板電腦上課節數、及使用科目有關;學習信念向度與年級、區域、平板電腦觸控情形、及使用頻率有關;學習偏好向度與平板電腦觸控情形、及使用頻率有關。
根據上述結論,本研究針對教育科技推動單位、國民小學與教師進一步提出相關建議。
The purpose of this study was to develop a mobile learning readiness scale for elementary school students (MLRS) to construct its reliability and validity. And the scale survey was also applied to explore the different background variables. The contents of the mobile learning readiness scale complied related literatures by the researcher, initially, in order to form a pilot study questionnaire. Secondly, a Delphi expert team, consisted of 13 members which included 4 scholars and 9 elementary school teachers, took two rounds of questionnaire to form a formal questionnaire. Thirdly, a purposive sampling method was used to extract 35 elementary schools of the whole country, and the total numbers of extracting the sample population were 823 5th and 6th grade students. A total of 823 valid questionnaires were returned to carry on executing measurement, using AMOS 22.0 software to run the confirmatory factor analysis, and to analyze of MLRS structure. The following methods, descriptive statistical analysis, fact analysis, independent-samples t test, one-way analysis of variance were used.
The results indicated:
1. The development of the MLRS for elementary students:
(1) The contents of the mobile learning readiness scale for elementary school students included five dimensions: the competency of using technology, learning attitude, the competency of communication, learning belief, and learning preference.
(2) The contents of each dimension in the MLRS for elementary school students had comprehensiveness.
(3) The contents of each dimension in the MLRS for elementary school students had importance.
2. The analysis for elementary school students in mobile learning readiness scale:
(1) The scores of all dimensions and items in the MLRS were significantly above theoretical average.
(2) The standard deviation of items in dimensions were concentrated, except for the items in the competency of communication.
3. The difference of the different background variances for elementary school students in mobile learning readiness scale
(1) There were no significant differences between genders in the competency of using technology, learning attitude, the competency of communication, learning belief, and learning preference.
(2) The 6th grade students were better than the 5th in the competency of using technology, learning attitude, the competency of communication, and learning belief, except for learning preference.
(3)There were significant differences inarea in the competency of communication, especially students in the east and the middle area with higher readiness than in the south area.
(4) There weresome significant information equipment differences in MLRS. Touch-response of tablet PC was smoother in the competency of using technology, learning attitude, learning belief, and learning preference, except for the competency of communication. And schools with Wi-Fi signal were better in the competency of using technology and the competency of communication, so were schools withno Wi-Fi connection-interrupted.
(5)There were significant differences in the frequency of use, especially the day of using tablet PC in class every week in the competency of using technology, learning belief, and learning preference; the students using tablet PC two days a week of was much better. Besides, the class of using tablet PC every week was difference in the competency of using technology, the competency of communication, learning belief, and learning preference. The students using tablet PC 3 or 4 classes a week the effect was much better.
(6) There were significant differences insubjects in the competency of communication in math, science and art much better.
(7) The competency of using technology was relatedto grade, information equipment, and frequency of use. Learning attitude was relatedto grade, touch-response. The competency of communication was relatedto grade, school with Wi-Fi signal, Wi-Fi connection-interrupted, class using tablet PC, and subjects. Learning belief was related to grade, area, touch-response, and frequency of use. Learning preference was related to touch-response, and frequency of use.
Based on the results, suggestion for education institutions, elementary schools and future researchers were proposed.
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