本研究整合科技接受模式、學習動機與領導風格理論,探討數位電子教科書融入教學對國小高年級學童學習滿意度及學習績效之影響,並比較不同背景變項對學生的學習滿意度之差異及影響的情形。本研究採用設計問卷進行實證調查,以臺中市9所國民小學高年級學生為對象,發出540份問卷,有效回收501份。調查所得資料經過t檢定、單因子變異數分析、因素分析、內部一致性分析及線性結構模式分析後,獲致以下結論: (1)數位電子教科書的認知有用性對學生的學習滿意度有正向顯著影響。 (2)數位電子教科書的自我效能對學生的學習滿意度有正向顯著影響。 (3)轉換型領導對學生的數位電子教科書學習滿意度有正向顯著影響。 (4)國小高年級學生因年級之不同在學習滿意度上有顯著差異。 (5)整體的學習滿意度與學習績效之間呈現高度正相關。
In this study, We integrated theory of technology acceptance model, learning motivation and leadership style. The work described in this thesis was aimed at investigating the learning satisfaction and performance of the fifth and sixth grade students in elementary schools which electronic textbooks into teaching activities, and differentiating the different degree of learning satisfaction of the students with respect to various factors of the students’ backgrounds. We also explored the correlation between the learning satisfaction and learning performance of the students who learned with electronic textbooks. In this study, we employed questionnaires to collect the required data. The questionnaires were administered to 540 samples from the fifth and sixth grade students at 9 elementary schools in Taichung. The study achieved a valid return amount of 501. The collected data was analyzed through t-test, one-way ANOVA, factor analysis, internal consistency analysis and SEM. The main findings are as follows: (1)Perceived Usefulness of electronic textbooks have positive effects on learning satisfaction . (2)Self-efficacy of electronic textbooks have positive effects on learning satisfaction . (3)Transformation leadership have positive effects on learning satisfaction . (4)Students of different grades definitely affect their learning satisfaction. (5)For the fifth and sixth grade students who use electronic textbooks , the better learning satisfaction clearly makes higher learning performance .