「問題本位學習」對不同數學背景知識的國小三年級學生數學學習動機與學習成效之影響

The Impact of the Problem-Based Learning on the Mathematics Learning Motivation and Learning Achievement of Different Mathematics Background Knowledge Third-Grade Students

周欣綈(Hsin-Ti Chou)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2014年)

https://doi.org/10.6840/cycu201400276

摘要

摘要
本研究主要目的在探討「問題本位學習」（Problem-Based Learning, PBL）教學模式對不同數學背景知識的國小三年級學生數學學習動機與數學學習成效之影響，並根據研究結果，提出建議與改進方針，作為國小數學教育學者之參考。本研究採準實驗研究法，以桃園縣某國小三年級兩班學生作為研究對象，分成實驗組（26人）與對照組（26人），分別實施PBL教學模式與講述式教學模式，研究為期八週，共32堂課。
研究工具包括「數學學習動機量表」、「數學學習成效測驗」的前後測分數作為評量兩組學生在接受實驗教學的工具，所得資料以描述統計、單因子共變數分析、單因子多變量分析進行統計分析，研究結果如下：
一、 接受PBL教學模式的高背景知識學生、中背景知識學生與接受講述式教學模式的高背景知識學生、中背景知識學生，在「數學學習動機」上有顯著差異；而低背景知識學生與接受講述式教學模式的低背景知識學生，在「數學學習動機」上則沒有顯著差異。
二、 接受PBL教學模式的高背景知識學生與接受講述式教學模式的高背景知識學生，在「數學學習動機—目標取向」、「數學學習動機—歸因」中有顯著差異；而在「數學學習動機—數學學習信念」、「數學學習動機—自我效能」、「數學學習動機—數學焦慮」中沒有顯著差異。
三、 接受PBL教學模式的中背景知識學生與接受講述式教學模式的中背景知識學生，在「數學學習動機—目標取向」中有顯著差異；而在「數學學習動機—數學學習信念」、「數學學習動機—自我效能」、「數學學習動機—歸因」、「數學學習動機—數學焦慮」中沒有顯著差異。
四、 接受PBL教學模式的低背景知識學生與接受講述式教學模式的低背景知識學生，在「數學學習動機—目標取向」、「數學學習動機—數學學習信念」、「數學學習動機—自我效能」、「數學學習動機—歸因」、「數學學習動機—數學焦慮」中均沒有顯著差異。
五、 接受PBL教學模式的實驗組中，高、中、低背景知識學生在「數學學習成效測驗」的進步分數中，均無顯著差異。但接受PBL教學模式的學生其前後測進步平均分數較接受講述式教學模式的學生其前後測進步平均分數高。

關鍵字

問題本位學習，數學學習動機，數學學習成效，國小，數學背景知識

並列摘要

The Impact of the Problem-Based Learning on the Mathematics Learning Motivation and Learning Achievement of Different Mathematics Background Knowledge Third-Grade Students

Hsin-Ti, Chou

Abstract
The purpose of this study is to explore the impact of the Problem-Based Learning model on the mathematics learning motivation and learning achievement among different mathematics background knowledge of third-grade students.Based on the rusules, this study will provide suggestions and improvements for elementary school mathematics educators. The research adapts quasi-experiment and two third-grade classes of studentsfrom an elementary school in Taoyuan Country were selected to bethe research sample, which were dividedinto the experimental group(n=26) and the control group (n=26). The teaching lasted 8 weeks and 32 class sessions were included. PBL model was used to be the instruction model for the experimental group while the control group received regular lecture instruction.
Two research instruments—Scale of Mathematics Motivation Learning Test and the Mathematics Learning Achievement Test were emploved before and after teaching for two group of students. The collected data were analysis by using the following statisical methods: descriptive statistics, univariate, one-way ANOVA and multivariate analysis of variance.The results of the research showed that:
1. Students of high-level mathematics background knowledge and middle-level mathematics background knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Motivation than students of high-level mathematics background knowledge and middle-level mathematics background knowledge taught by traditional pedagogy. There is no significant different between students of low-level mathematics background knowledge taught in PBL and students of low-level mathematics background knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Motivation Test.
2. Students of high-level mathematics background knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Motivation—goal orientation and Scale of Mathematics Learning Motivation—attribution theory than students of high-level mathematics background knowledge taught by traditional pedagogy. There is no significant different between students of high-level mathematics background knowledge taught in PBL and students of high-level mathematics background knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Motivation—belief, Scale of Mathematics Learning Motivation—self-efficacy, Scale of Mathematics Learning Motivation—test anxiety Test .
3. Students of middle-level mathematics background knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Motivation—goal orientation than students of middle-level mathematics background knowledge taught by traditional pedagogy. There is no significant different between students of middle-level mathematics background knowledge taught in PBL and students of middle-level mathematics background knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Motivation—belief, Scale of Mathematics Learning Motivation—attribution theory, Scale of Mathematics Learning Motivation—self-efficacy and Scale of Mathematics Learning Motivation—test anxiety Test .
4. There is no significant different between students of low-level mathematics background knowledge taught in PBL and students of low-level mathematics background knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Motivation—goal orientation, Scale of Mathematics Learning Motivation—belief, Scale of Mathematics Learning Motivation—attribution theory, Scale of Mathematics Learning Motivation—self-efficacy and Scale of Mathematics Learning Motivation—test anxiety Test .
5. There is no significant different between students of high-level mathematics background knowledge, middle-level mathematics background knowledge and low-level mathematics background knowledge taught in PBL and students of high-level mathematics background knowledge, middle-level mathematics background knowledge and low-level mathematics background knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Achievement Test.

並列關鍵字

Problem-Based Learning ； Mathematics learning motivation ； Mathematics learning achievement ； elementary school ； Mathematics background knowledge

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