公民科電子教科書融入教學對國中生學習動機與學習成效之影響

Abstract

本研究旨在探討公民科電子教科書融入教學後對國中生的學習動機與學習成效之影響，並進一步分析不同性別、學業程度、資訊科技使用程度的學生在公民科電子教科書融入教學後，其學習動機與學習成效之差異情形，以了解不同背景學生的適用性。採用準實驗研究法不等組前後測實驗設計，研究對象為台北市某國中八年級學生共124 位，分為實驗組和控制組，進行共九節課的教學實驗。實驗組接受公民科電子教科書融入教學，控制組則是一般傳統教學，兩組均以自編之國中公民學習動機量表和國中公民學習成效測驗蒐集資料，教學實驗過後經由單因子共變數分析和二因子共變數分析，研究結果發現如下：\n\n一、公民科電子教科書融入教學後能提升國中生的學習動機與學習成效。\n二、公民科電子教科書融入教學後，不同性別之學生在公民科學習動機的表現，女生優於男生，但在學習成效的表現沒有顯著差異。\n三、公民科電子教科書融入教學後，不同學業程度之學生在公民科學習動機的表現沒有顯著差異，但在學習成效的表現，學業程度高者表現優於中、低程度學生。\n四、公民科電子教科書融入教學後，不同資訊科技使用程度之學生，在公民科學習動機的表現，資訊科技使用程度較高者優於程度較低者，但在學習成效的表現沒有差異。\n\n 最後，研究者根據上述的研究結果提出建議，作為日後教學及未來研究之參考。

The purpose of this study was to explore the effects of junior high school students learning motivation and learning achievement by integrating e-textbook into Civic teaching. Furthermore, the study also analyzed the learning motivation and learning achievement of students in different genders, learning abilities and internet usage by teaching with e-textbook.\n\n The study adopted quasi-experimental research design. The subjects were 124 second-grade students and divided them into the experimental group and the control group, proceeding the experimental courses in mathematics teaching for 9 Civic classes. The experimental group received e-textbook teaching, but the control group received traditional way teaching. Both groups accepted “Learning Motivation Scale” and “Learning Achievement Test”. After experimental teaching, the quantitative data was analyzed by using one-way ANCOVA and two-way ANCOVA statistical technique. The conclusions were summarized as follows:\n\n1.E-textbooks integrated into Civic teaching can improve junior high school students’ learning motivation and learning achievement.\n2.There was a significant difference in Civic learning motivation between different gender students. The girls were better than the boys. But there was no significant difference in the performance of learning achievements.\n3.There was no significant difference in Civic learning motivation between the students with different learning abilities. But there was a significant difference in the performance of learning achievements, the high-level ability students were better than the low-level ability students.\n4.There was a significant difference in Civic learning motivation between different internet usage of students. Students with higher Internet dependencies were better than the lower ones. But there was no significant difference in the performance of learning achievements.\n\n Finally, the thesis proposed suggestions based on the above findings as a reference for future teaching and future research.