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題名:體育教育人員實施行動學習教學之研究-以科技接受模式角度切入
作者:潘玉龍
作者(外文):PAN, YU-LUNG
校院名稱:國立臺中教育大學
系所名稱:教育學系
指導教授:楊銀興
學位類別:博士
出版日期:2021
主題關鍵詞:科技接受度行動學習行動學習教學嚴重特殊傳染性肺炎technology acceptance modelmobile learningmobile teaching and learningCOVID-19
原始連結:連回原系統網址new window
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本研究旨在探討影響體育教育人員實施行動學習教學的態度與意向之關係。研究採用分層抽樣方式進行問卷調查,以中部地區公私立國中小學體育教育人員為研究對象,總計發出680份問卷,問卷回收率為87.8%,可用率為82.5%。蒐集所得之資料以 SPSS for Windows 及 AMOS 統計軟體進行數據分析。本研究採用描述性統計、獨立樣本t檢定、單因子變異數分析及結構方程模型之適配度考驗等方法進行分析,研究結論如下。
1.中部地區公私立國中小學體育教育人員對行動學習教學的表現正向良好。
(1)外部變項以「知覺便利」表現為佳,其次為「資訊素養」、「自我效能」,最低則是「個人創新」。
(2)科技接受度則以「使用態度」表現為佳,其次為「使用意願」、「知覺有用」,最低則是「知覺易用」。
2.中部地區公私立國中小學體育教育人員實施行動學習教學於不同背景變項具差異性。
(1)體育教育人員在性別「男性」、擔任職務「教師兼行政人員」和「科任教師」、及使用經驗「曾經使用過或目前有使用行動學習教學融入體育教學」之整體外部變項較佳。
(2)體育教育人員在服務年資「10 年以下」、擔任職務「教師兼行政人員」和「科任教師」、及使用經驗「曾經使用過或目前有使用行動學習教學融入體育教學」之整體科技接受度較佳。
3.中部地區公私立國中小學體育教育人員對行動學習教學在理論模式與實證資料具有良好的適配度;結構模型之路徑關係多為正向顯著且模型解釋力良好;結構模型之知覺有用透過使用態度為中介變項,正向影響使用意願。
This research aims to explore the relationship between attitudes and intentions that influence the implementation of mobile teaching and learning by Physical Education Teachers. The study uses stratified sampling method to conduct questionnaire surveys. Physical education teachers in public and private primary and secondary schools in the central region were the research objects. Total of 680 questionnaires were sent out. The questionnaire response rate was 87.8% and the availability rate was 82.5%. The collected data was analyzed by SPSS for Windows and AMOS statistical software. The collected data were analyzed by descriptive statistics, t-test, one-way ANOVA, and structural equation modeling.
The conclusions of this study were:
1.Physical education teachers in public and private primary and secondary schools in the central region were positive in mobile teaching and learning.
(1)"Perceived convenience" was the best external variable, followed by "information literacy" and "self efficacy", and the lowest is "personal innovativeness".
(2)The acceptance of technology was best based on "attitude toward use", followed by "behavioral intention to use" and "perceived usefulness", and the lowest was "perceived ease of use".
2.Implementation of mobile teaching and learning by physical education teachers in public and private primary and secondary schools in the central region, there were significant differences in different background variables.
(1)Physical education teachers with the characteristics such as "male", "Teachers with Administrative Position", "subject teachers", and "have used or currently use mobile teaching and learning" was better of overall external variables.
(2)Physical education teachers with the characteristics such as "Less than 10 years of service", "Teachers with Administrative Position", "subject teachers", and "have used or currently use mobile teaching and learning" was better of overall acceptance of technology.
3.Implementation of mobile teaching and learning by physical education teachers in public and private primary and secondary schools in the central region have goodness-of-fit degree between the theoretical model and empirical data; the path relationship of the structural model was mostly positive and significant and the model explanatory power was good; "perceived usefulness" could positively affect "behavioral intention to use" through the mediate effect of "attitude toward use".
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