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題名 國民中小學學生電腦態度.電腦素養及其相關因素之研究
A Study of Attitude and Literacy Toward Computer and Relationships about Junior Secondary and Primary School Students
作者 蔣姿儀
Chiang, Tzu-Yi
貢獻者 吳靜吉<br>余民寧
Wu Jing-Jyi<br>Yu Min-Ning
蔣姿儀
Chiang, Tzu-Yi
關鍵詞 電腦態度
電腦素養
國民中小學
認知需求
數學焦慮
數學成就
computer attitude
computer literacy
junior secondary and primary school
cognitive need
mathematics anxiety
mathematics achievement
日期 1995
上傳時間 18-Sep-2009 18:20:23 (UTC+8)
摘要 為瞭解國民中小學學生學習電腦相關行為及現況,本研究以台北市國民中學三年級學生1251人及國小六年級學生1201人為研究對象,經運用電腦經驗調查表.認知需求量表.數學焦慮量表.電腦態度量表及電腦素養測驗卷等研究工具,獲得所需的資料,再以chi-square考驗.皮爾遜積差相關.
     t-test.典型相關.多元(逐步)迴歸及因徑分析等方法進行統計分析,結果
     有以下幾點發現:
      一. 國民中小學學生電腦經驗.電腦資源.電腦態度與電腦素養現況方面
      1. 國中與國小學生之電腦經驗有顯著的差異存在.
      2. 國中與國小學生之電腦資源部份有顯著的差異.
      3. 國中與國小男女學生之電腦經驗部份有顯著的差異存在.
      4. 國中與國小男女學生之電腦資源部份有顯著的差異存在.
      5. 國中學生與國小學生在電腦焦慮與電腦有用性兩電腦態度上有顯著差異.
      6. 國民中小學男學生之電腦態度(焦慮與自信)顯著較女生好.
      7. 國中學生之電腦素養(軟硬體.應用與影響.操作.倫理)顯著較國中學生佳.
      8. 國民中小學男學生之電腦素養(軟硬體.應用與影響.操作)顯著較女生佳.
      二. 影響國中小學生電腦態度方面
      1. 電腦經驗與國中小學生之電腦態度有顯著之正相關.
      2. 電腦資源與國中小學生之電腦態度有顯著之正相關.
      3.認知需求與國中小學生之電腦態度有顯著之正相關.
      4. 數學焦慮與國中小學生之電腦態度有顯著之相關.
      5. 數學成就與國中小學生之電腦態度有顯著之正相關.
      6. 認知需求.每星期使用電腦的時間.每星期閱讀電腦書籍及雜誌的.家中電腦週邊設備的情形.自己或與他人共同使用電腦以及是否有電腦學前經驗等六個變項對國中小學生之電腦態度有顯著的預測效果,預測解釋力為32%.
      三. 影響國中小學生電腦素養方面
      1. 電腦經驗與國中小學生之電腦素養有顯著之正相關.
      2. 電腦資源與國中小學生之電腦素養有顯著之正相關.
      3. 認知需求與國中小學生之電腦素養有顯著之正相關.
      4. 數學焦慮與國中小學生之電腦素養有顯著之相關.
      5. 數學成就與國中小學生之電腦素養有顯著之正相關.
      6. 每星期閱讀電腦書籍及雜誌的時間.家中電腦週邊設備的情形.自己或與他人共同使用電腦.電腦焦慮.電腦自信以及電腦喜歡等六個變項對國中小學生之電腦素養有顯著的預測效果,預測解釋力約為52%.四.整合模式分析方面1. 國中學生之電腦經驗與電腦資源對其電腦素養之影響,主要是來自直接效果的影響(經驗:57.32%;資源:73.31%), 而認知需求對電腦素養之影響主要是透過電腦態度間接效果的影響(89.06%).2. 電腦經驗與電腦資源對國小學生電腦素養之影響, 來自間接效果的影響約佔(經驗: 67.55%;資源:52.32%),認知需求對國小電腦素養的影響主要是透過電腦態度的間接效果,佔61.29%.
     
     With the expansion of computer technology, it is important
     to prepare individuals for success in our increasingly
     computerized society. Therefore,factors that impact decisions
     regarding attitude and literacy of computer should be expored.
     Several factors should be considered: (1) individual
     characteristics, (2) computer experience, (3) computer resource,
     (4) cognitiveneed, (5) mathematics anxiety, and (6) mathematics
     achievement. The purposes of this study were : (1) To find
     out the situation of information education in junior
     secondaryand primary school at present; (2) To find out the
     situation of the computer attitude and literacy in junior
     secondary and primary school students at present; (3) To
     examine the relationship and effects toward computer attitudes
     and literacy of many factors. 1251 junior secondary and 1201
     primary school students were measured by (1)individual
     characteristics and computer experience questionnare, (2)
     Cognitive Need Scale , (3) Mathematics Anxiety Scale , (4)
     Computer Attitude Scale, and(5) Computer Literacy Test. The
     mainly statistical methods are chi-square, pearson product
     moment correlation, t-test, canonical correlation analysis,
     multiple(stepwise) regression analysis and path analysis.
     The results of the analysis of data indicated the following :
     (1) There were significant sex and school level differences of
     attitude and literacy toward computer. Boys were better than
     girls. Primary school students were better than junior secondary
     school; (2) There were significant correlations between computer
     experience, computer resource, cognitive need, mathematics
     anxiety, mathematics achievement, and computer attitude; (3)
     There were significant correlations between computer
     experience, computer resource, cognitive need, mathematics
     anxiety, mathematics achievement, and computer literacy; (4)
     Computer experience, computer resourse, cognitive need and
     computer attitude were significant predictors for computer
     literacy. Computer attitude was the best significant predictor.
     Recommendations were made for information education , school ,
     family,educational organization and future additional research ,
     to improve the attitude and literacy toward computer of junior
     secondary and primary school students.
描述 博士
國立政治大學
教育研究所
81152505
84
資料來源 http://thesis.lib.nccu.edu.tw/record/#B2002002770
資料類型 thesis
dc.contributor.advisor 吳靜吉<br>余民寧zh_TW
dc.contributor.advisor Wu Jing-Jyi<br>Yu Min-Ningen_US
dc.contributor.author (Authors) 蔣姿儀zh_TW
dc.contributor.author (Authors) Chiang, Tzu-Yien_US
dc.creator (作者) 蔣姿儀zh_TW
dc.creator (作者) Chiang, Tzu-Yien_US
dc.date (日期) 1995en_US
dc.date.accessioned 18-Sep-2009 18:20:23 (UTC+8)-
dc.date.available 18-Sep-2009 18:20:23 (UTC+8)-
dc.date.issued (上傳時間) 18-Sep-2009 18:20:23 (UTC+8)-
dc.identifier (Other Identifiers) B2002002770en_US
dc.identifier.uri (URI) https://nccur.lib.nccu.edu.tw/handle/140.119/36332-
dc.description (描述) 博士zh_TW
dc.description (描述) 國立政治大學zh_TW
dc.description (描述) 教育研究所zh_TW
dc.description (描述) 81152505zh_TW
dc.description (描述) 84zh_TW
dc.description.abstract (摘要) 為瞭解國民中小學學生學習電腦相關行為及現況,本研究以台北市國民中學三年級學生1251人及國小六年級學生1201人為研究對象,經運用電腦經驗調查表.認知需求量表.數學焦慮量表.電腦態度量表及電腦素養測驗卷等研究工具,獲得所需的資料,再以chi-square考驗.皮爾遜積差相關.
     t-test.典型相關.多元(逐步)迴歸及因徑分析等方法進行統計分析,結果
     有以下幾點發現:
      一. 國民中小學學生電腦經驗.電腦資源.電腦態度與電腦素養現況方面
      1. 國中與國小學生之電腦經驗有顯著的差異存在.
      2. 國中與國小學生之電腦資源部份有顯著的差異.
      3. 國中與國小男女學生之電腦經驗部份有顯著的差異存在.
      4. 國中與國小男女學生之電腦資源部份有顯著的差異存在.
      5. 國中學生與國小學生在電腦焦慮與電腦有用性兩電腦態度上有顯著差異.
      6. 國民中小學男學生之電腦態度(焦慮與自信)顯著較女生好.
      7. 國中學生之電腦素養(軟硬體.應用與影響.操作.倫理)顯著較國中學生佳.
      8. 國民中小學男學生之電腦素養(軟硬體.應用與影響.操作)顯著較女生佳.
      二. 影響國中小學生電腦態度方面
      1. 電腦經驗與國中小學生之電腦態度有顯著之正相關.
      2. 電腦資源與國中小學生之電腦態度有顯著之正相關.
      3.認知需求與國中小學生之電腦態度有顯著之正相關.
      4. 數學焦慮與國中小學生之電腦態度有顯著之相關.
      5. 數學成就與國中小學生之電腦態度有顯著之正相關.
      6. 認知需求.每星期使用電腦的時間.每星期閱讀電腦書籍及雜誌的.家中電腦週邊設備的情形.自己或與他人共同使用電腦以及是否有電腦學前經驗等六個變項對國中小學生之電腦態度有顯著的預測效果,預測解釋力為32%.
      三. 影響國中小學生電腦素養方面
      1. 電腦經驗與國中小學生之電腦素養有顯著之正相關.
      2. 電腦資源與國中小學生之電腦素養有顯著之正相關.
      3. 認知需求與國中小學生之電腦素養有顯著之正相關.
      4. 數學焦慮與國中小學生之電腦素養有顯著之相關.
      5. 數學成就與國中小學生之電腦素養有顯著之正相關.
      6. 每星期閱讀電腦書籍及雜誌的時間.家中電腦週邊設備的情形.自己或與他人共同使用電腦.電腦焦慮.電腦自信以及電腦喜歡等六個變項對國中小學生之電腦素養有顯著的預測效果,預測解釋力約為52%.四.整合模式分析方面1. 國中學生之電腦經驗與電腦資源對其電腦素養之影響,主要是來自直接效果的影響(經驗:57.32%;資源:73.31%), 而認知需求對電腦素養之影響主要是透過電腦態度間接效果的影響(89.06%).2. 電腦經驗與電腦資源對國小學生電腦素養之影響, 來自間接效果的影響約佔(經驗: 67.55%;資源:52.32%),認知需求對國小電腦素養的影響主要是透過電腦態度的間接效果,佔61.29%.
     
     With the expansion of computer technology, it is important
     to prepare individuals for success in our increasingly
     computerized society. Therefore,factors that impact decisions
     regarding attitude and literacy of computer should be expored.
     Several factors should be considered: (1) individual
     characteristics, (2) computer experience, (3) computer resource,
     (4) cognitiveneed, (5) mathematics anxiety, and (6) mathematics
     achievement. The purposes of this study were : (1) To find
     out the situation of information education in junior
     secondaryand primary school at present; (2) To find out the
     situation of the computer attitude and literacy in junior
     secondary and primary school students at present; (3) To
     examine the relationship and effects toward computer attitudes
     and literacy of many factors. 1251 junior secondary and 1201
     primary school students were measured by (1)individual
     characteristics and computer experience questionnare, (2)
     Cognitive Need Scale , (3) Mathematics Anxiety Scale , (4)
     Computer Attitude Scale, and(5) Computer Literacy Test. The
     mainly statistical methods are chi-square, pearson product
     moment correlation, t-test, canonical correlation analysis,
     multiple(stepwise) regression analysis and path analysis.
     The results of the analysis of data indicated the following :
     (1) There were significant sex and school level differences of
     attitude and literacy toward computer. Boys were better than
     girls. Primary school students were better than junior secondary
     school; (2) There were significant correlations between computer
     experience, computer resource, cognitive need, mathematics
     anxiety, mathematics achievement, and computer attitude; (3)
     There were significant correlations between computer
     experience, computer resource, cognitive need, mathematics
     anxiety, mathematics achievement, and computer literacy; (4)
     Computer experience, computer resourse, cognitive need and
     computer attitude were significant predictors for computer
     literacy. Computer attitude was the best significant predictor.
     Recommendations were made for information education , school ,
     family,educational organization and future additional research ,
     to improve the attitude and literacy toward computer of junior
     secondary and primary school students.		zh_TW
dc.language.iso en_US-
dc.source.uri (資料來源) http://thesis.lib.nccu.edu.tw/record/#B2002002770en_US
dc.subject (關鍵詞) 電腦態度zh_TW
dc.subject (關鍵詞) 電腦素養zh_TW
dc.subject (關鍵詞) 國民中小學zh_TW
dc.subject (關鍵詞) 認知需求zh_TW
dc.subject (關鍵詞) 數學焦慮zh_TW
dc.subject (關鍵詞) 數學成就zh_TW
dc.subject (關鍵詞) computer attitudeen_US
dc.subject (關鍵詞) computer literacyen_US
dc.subject (關鍵詞) junior secondary and primary schoolen_US
dc.subject (關鍵詞) cognitive needen_US
dc.subject (關鍵詞) mathematics anxietyen_US
dc.subject (關鍵詞) mathematics achievementen_US
dc.title (題名) 國民中小學學生電腦態度.電腦素養及其相關因素之研究zh_TW
dc.title (題名) A Study of Attitude and Literacy Toward Computer and Relationships about Junior Secondary and Primary School Studentsen_US
dc.type (資料類型) thesisen