手機記帳應用程式融入金錢管理教學方案對國中中重度智能障礙學生學習金錢使用行為之成效

本研究探討的主題為手機記帳應用程式融入金錢管理教學方案對國中中重度智能障礙學生學習金錢使用行為之成效。研究採取單一受試法中的跨受試多探試設計，以「手機記帳應用程式融入金錢管理課程方案」為自變項，依變項為金錢使用行為之學習成效對三名國中中重度智能障礙學生進行十八週的實驗介入，並將三名受試者各階段的「金錢使用行為能力評量」，「觀察記錄檢核表」等測驗資料分別繪製成曲線圖，呈現三位受試者在基線期、處理期、以及維持期的表現分數，並將結果以視覺分析、C統計及後設分析的方式做說明，探討手機記帳應用程式融入金錢管理教學方案對受試者於金錢使用行為能力學習成效的影響與表現，最後也請受試者的師長填寫問卷，以了解其社會效度。本研究結果摘要如下：一、「手機記帳應用程式融入金錢管理教學方案」對國中中重度智能障礙學生提升金錢使用行為具有立即成效。二、「手機記帳應用程式融入金錢管理教學方案」對國中中重度智能障礙學生提升金錢使用行為具有維持成效。三、「手機記帳應用程式融入金錢管理教學方案」對國中中重度智能障礙學生提升金錢使用行為具有社會效度。

關鍵字

手機記帳應用程式；中重度智能障礙學生；金錢使用行為

並列摘要

The study aims to discuss the effect of teaching projects integrated with the usage of mobile accounting apps on the money-handling behaviors of students with moderate to severe intellectual disabilities in junior high school. The study adopts multiple probe design across subjects, an experimental attempt of single subject design. Considering “teaching projects integrated with the usage of mobile accounting apps” as the independent variable, and the positive effects on behavior for money-handling as the dependent variable, the study applies experimental intervention in three junior high school students with moderate to severe intellectual disabilities. Diagrams of curves based on the data of different stages are made according to “the assessment on money-handling abilities”and “examining scales for class observation”so as to manifest the scores of the subjects from baseline, intervention to maintenance periods. The results are interpreted with visual analysis and the C statistic, as well as meta-analysis (improvement rate difference), making a thorough inquiry on how teaching projects integrated with the usage of mobile accounting apps positively affect money handling behaviors and performances of the subjects. Finally, teachers and parents of the subjects are also invited to fill in the questionnaire in order to perceive the Social Validity of the study. The excerpt of the study is as follows: 1.Teaching projects integrated with the usage of mobile accounting apps have immediate effects on enhancing positive performances of money-handling behaviors for junior high school students with moderate to severe intellectual disabilities. 2.Teaching projects integrated with the usage of mobile accounting apps have maintaining effects on enhancing positive performances of money-handling behaviors for junior high school students with moderate to severe intellectual disabilities. 3.Teaching projects integrated with the usage of mobile accounting apps have social validity on enhancing positive performances of money-handling behaviors for junior high school students with moderate to severe intellectual disabilities.