生物認知偏好與學業成就的關係

本研究以臺北市、縣的國中一年級學生為研究對象，採分層隨機取樣與集群取樣並行的方法，由大、中、小型學校中，抽取九所學校之1632位學生為樣本，應用「生物認知偏好測驗（TBCP）」探究生物認知偏好與生物、數學及學期總平均成績三項學業成就的關係。研究結果顯示，全體樣本之生物認知偏好取向為P（原理原則）＞A（應用）＞Q（發問質疑）＞R（回憶）。男女生的生物認知偏好取向有明顯差異，男生為P＞A＞R＞Q，女生則為P,A＞Q＞R。研究的結果亦顯示，國一兩個學期之生物、數學兩科的學期成績和學期總平均成績的平均與R認知偏好型式之間呈顯著之負相關（p＜0.01），而與Q認知偏好型式之間則呈顯著之正相關（p＜0.01），與P和A認知偏好型式之間則無顯著的相關存在。學業成就較佳的學生，表現較強的Q偏好和較弱的R偏好，其生物認知偏好取向為Q＞P＞A＞R，即偏好對所習得之生物學知識批判、質疑，也比較偏好學習生物學知識之原理原則，而對記憶生物學知識的偏好則最低。相反的，學業成就較差的學生則表現較強的R偏好和較弱的Q偏好，其生物認知偏好取向為R＞P,A＞Q。

關鍵字

生物認知偏好；生物認知偏好測驗；學業成就

並列摘要

In this study, the Test of Biology Cognitive Preference (TBCP) was employed to assess the biology cognitive preference of 7th grade students in Taipei area. The relationships between biology cognitive preferences and academic achievement were investigated. The results showed that the reliability of the TBCP was satisfactory. The internal consistency reliabilities of the R, P, Q, A modes were 0.88, 0.81, 0.91 and 0.68 respectively. Two factors were extracted when TBCP scores were subjected to principal components factor analysis. Factor 1 represents "Critical questioning", while factor 2 represents "Knowledge application". Both the intercorrelation among the four preference modes and factor analysis supported the existence of Q-R and A-P bipolar axes. The biology cognitive preference style of the subjects was P>A>Q>R. Significant differences in biology cognitive preferences were found between male and female subjects. The males exhibited a preference order of P>A>R>Q, and the females exhibited a preference order of P,A>Q>R. Biology, mathematics achievement scores and semester average scores correlated positively with Q preference mode but negatively with R preference mode (p<0.01). No statistically significant correlations were found between the three achievement scores listed above and P and A preference modes. The subjects with higher academic achievement scores exhibited strongest preference for Q mode and weakest preference for R mode. The cognitive preference style was Q>P>A>R. Conversely, low achievers exhibited strongest R preference and weakest Q preference. The cognitive preference style was R>P,A>Q. This indicated that high achievers preferred critical questioning and identifying principles when dealing with the biological information presented to them, and exhibited low preference for memorizing biological facts. Conversely, low achievers exhibited high preference for memorizing biological facts and low preference for critical questioning.