Please use this identifier to cite or link to this item: https://ah.lib.nccu.edu.tw/handle/140.119/104613
題名: 高中生的電腦態度.電腦成就及其相關因素之研究
作者: 蔡淑娥
貢獻者: 吳靜吉
蔡淑娥
日期: 1985
上傳時間: 6-十二月-2016
摘要: 論文提要\n本研究的主要目的有六:(一)探討高中男女生在電腦態度和電腦成就上的差異情形。(二)探討過去的學習電腦經驗與現在的電腦態度、電腦成就的關係。(三)探討數學成就與電腦成就的關係;電腦態度與電腦成就的關係;並進一步探討以數學成就與電腦態度來預測電腦成就的情形。(四)探討高中生家庭電腦設備的情形,以了解電腦學習教材和設備對電腦態度和電腦成就的影響。(五)探討父母對學習電腦的態度與學生的電腦態度、電腦成就之關係。(六)根據研究結果,提出建議,以為改進電腦教學及家庭教育的參考,並引起國人進一步深入的研究。\n本研究以台北市師大附中、大安高工、木柵高工、松山商職及士林商職等五個學校各四個班的學生為研究對象,共780人,男生411人,女生369人。每個樣本同時施以「電腦態度量表」與「學習及使用電腦態度問卷」,並運用因素分析、皮爾遜積差相關、t檢定、卡方考驗及逐步多元廻歸分析等統計方法,進行量表之修訂及本研究各項假設之考驗。\n本研究結果發現:(一)男女生在電腦態度上有顯著差異,且男優於女。(二)過去學過電腦的人,在電腦態度和電腦成就上的表現,顯著優於沒有學過電腦的人。(三)電腦態度與電腦成就呈顯著正相關;數學成就與電腦成就也呈顯著正相關。(四)數學成就與電腦態度等七個變項對電腦成就有顯著預測效果,其中數學成就、信心態度及焦慮態度具有重要預測力。(五)家裡有電腦設備、電腦書籍和雜誌的人,在電腦態度和電腦成就上的表現,顯著優於家裡沒有電腦設備、電腦書籍和雜誌的人。(六)高職高中學生的電腦態度與父母對學習電腦的態度皆呈顯著正相關、而高中男生的電腦成就與父母對學習電腦的態度呈顯著的正相關,其他各組未達顯著相關。(七)根據本研究結果,提出建議如下:\n1.抱持積極正確的態度鼓勵學生學習電腦。 \n2.提供完善的教學設備以利學生學習電腦。 \n3.編製適當的教學內容以配合學生的程度學習電腦。 \n4.充分利用教學設備,培養師生、親子研習電腦的風氣。 \n5.學校成立電腦教學研究推動小組,對推展資訊教育建立全盤性的具體計劃。
論文摘要 壹\n第一章 緒論1 \n第一節 引言1 \n第二節 研究動機與目的3 \n第三節 研究問題與假設7 \n第四節 重要名詞的操作定義8 \n第二章 文獻探討11\n第一節 電腦態度與電腦成就11\n第二節 數學成就與電腦成就16 \n第三節 性別、電腦態度與電腦成就19 \n第四節 學習電腦經驗、電腦態度與電腦成就22 \n第五節 家庭因素、電腦態度與電腦成就24 \n第三章 研究方法29 \n第一節 研究樣本29 \n第二節 研究工具33 \n第三節 實施程序40 \n第四節 統計方法41 \n第四章 研究結果43 \n第一節 性別、電腦態度與電腦成就43 \n第二節 學習電腦經驗、電腦態度與電腦成就47 \n第三節 數學成就、電腦態度與電腦成就58 \n第四節 家庭因素、電腦態度與電腦成就73 \n第五章 討論、結論與建議89\n第一節 討論89 \n第二節 結論 101 \n第三節 建議102 \n參考書目109 \n附錄一127 \n附錄二133\n表目錄\n表 3 - 1 :取樣學校、樣本人數之分配與可用卷數之統計31 \n表 3 - 2 :取樣學校的電腦設備及電腦師資32 \n表 3 - 3 :電腦態度量表因素分析結果35 \n表 3 - 4 :電腦態度各分量表及總分的α係數36 \n表 3 - 5 :電腦態度量表各分量表與總分之相關係數37 \n表 3 - 6 :電腦態度量表各分量表及總分之再測相關係數38 \n表 3 - 7 :電腦態度量表各分量表的選項及正反向題39 \n表 4 - 1 :高職學生電腦成就、數學成就原始分數與T分數之平均數、標準差44 \n表 4 - 2 :高中學生電腦成就、數學成就原始分數與T分數之平均數、標準差44 \n表 4 - 4 :高職學生電腦態度之平均數、標準差46 \n表 4 - 5 :高中學生電腦態度之平均數、標準差46 \n表 4 - 6 :男女學生在電腦態度上之平均數、標準差及差異考驗(t-test) 46 \n表 4 - 7 (a):高職學生過去學過電腦的情況48 \n表 4 - 7 (b):高職學生過去學過電腦的場所49 \n表 4 - 8 (a):高中學生過去學過電腦的情況49 \n表 4 - 8 (b):高中學生過去學過電腦的場所50 \n表 4 - 9 :有無學習電腦經驗在電腦成就上之平均數、標準差及差異考驗(t-test)51\n表 4 - 10:有無學習電腦經驗在電腦態度上之平均數、標準差及差異考驗(t-test)51 \n表 4 - 11:高職學生每個星期使用電腦時間的情況53 \n表 4 - 12:高中學生每個星期使用電腦時間的情況54 \n表 4 - 13:高職學生每週使用電腦時間與電腦成就之相關分析54 \n表 4 - 14:高中學生每週使用電腦時間與電腦成就之相關分析55 \n表 4 - 15:高職學生每週使用電腦時間與電腦態度之相關分析56 \n表 4 - 16:高中學生每週使用電腦時間與電腦態度之相關分析57 \n表 4 - 17:高職學生數學成就與電腦成就之相關分析59 \n表 4 - 18:高中學生數學成就與電腦成就之相關分析59 \n表 4 - 19:高職學生電腦成就與電腦態度之相關分析61 \n表 4 - 20:高中學生電腦成就與電腦態度之相關分析61 \n表 4 - 21:數學成就與電腦態度對高職男生電腦成就之逐步多元廻歸分析63 \n表 4 - 22:數學成就與電腦態度對高中男生電腦成就之逐步多元廻歸分析65 \n表 4 - 23:數學成就與電腦態度對高職女生電腦成就之逐步多元廻歸分析66 \n表 4 - 24:數學成就與電腦態度對高中女生電腦成就之逐步多元廻歸分析68 \n表 4 - 25:數學成就與電腦態度對高職學生電腦成就之逐步多元廻歸分析69\n表 4 - 26:數學成就與電腦態度對高中學生電腦成就之逐步多元廻歸分析71 \n表 4 - 27:高職學生在家庭電腦資源方面統計人數的X2考驗74 \n表 4 - 28:高中學生在家庭電腦資源方面統計人數的X2考驗75\n表 4 - 29:家庭有無電腦設備在電腦成就上之平均數、標準差及差異考驗(t-test)75 \n表 4 - 30:家庭有無電腦設備在電腦態度上之平均數、標準差及差異考驗(t-test)77 \n表 4 - 31:家庭有無電腦書籍和雜誌在電腦成就上之平均數、標準差及差異考驗(t-test)77 \n表 4 - 32:家庭有無電腦書籍和雜誌在電腦態度上之平均數、標準差及差異考驗(t-test)77 \n表 4 - 33:家庭有無電腦週邊設備在電腦成就上之平均數、標準差及差異考驗(t-test)78 \n表 4 - 34:家庭有無電腦週邊設備在電腦態度上之平均數、標準差及差異考驗(t-test)78 \n表 4 - 35:家裡有無他人教電腦在電腦成就上之平均數、標準差及差異考驗(t-test)78 \n表 4 - 36:家裡有無他人教電腦在電腦態度上之平均數、標準差及差異考驗(t-test)79 \n表 4 - 37:高職學生父母知道學校上電腦課的統計人數81 \n表 4 - 38:高中學生父母知道學校上電腦課的統計人數81 \n表 4 - 39:高職學生父母對學習電腦的態度與學生的電腦成就之相關分析82\n表 4 - 40:高中學生父母對學習電腦的態度與學生的電腦成就之相關分析83 \n表 4 - 41:高職學生父母對學習電腦的態度與學生的電腦態度之相關分析83 \n表 4 - 42:高中學生父母對學習電腦的態度與學生的電腦態度之相關分析84\n表 4 - 43:高職、高中男女生在父母對學習電腦的態度上之平均數、標準差及差異考驗(t-test) 85 \n表 4 - 44:有無學習電腦經驗在父母對學習電腦的態度上之平均數、標準差及差異考驗(t-test)86\n表 4 - 45:有無家庭電腦設備在父母對學習電腦的態度上之平均數、標準差及差異考驗(t-test)86\n表 5 - 1:電腦態度量表各分量表與指標題之相關分析108
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關聯: 國立政治大學
教育研究所
碩士
73
資料類型: thesis
Appears in Collections:學位論文

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