教師教學態度與學生學習成效之關係探討

The Relationship between Teachers' Instructional Attitudes and Students' Learning Results

許淑婷(Shu-Ting Hsu) ； 許純碩(Chun-Shuo Hsu) ； 王盈文(Yin-Wen Wang)

《立德學報》 5卷2期 (2008/06) Pp. 62-77

https://doi.org/10.7080/JLU.200806.0062

摘要

本研究旨在調查大專教師的教學態度與學生學習態度的相關性，並探討老師的教學態度與學生學習態度對於學生學習成效的預測力。最後根據研究結果提出具體建議，做為如何提昇大專教師於教學上的參考。本次研究主要是採用問卷調查法，利用皮爾遜積差相關及迴歸分析去驗證各構面的相關性。本次的研究對象是企業管理系日間部四技、二技、及二專的學生。本研究結果獲得如下的結論：
根據皮爾遜積差相關分析得知：教學的適當性(af1)與課業上的學習困擾(bf1)有顯著的負相關(-.362(上標 **))；教學的適當性(af1)與良好的學習態度(bf2)有顯著的正相關(.344(上標 **))；教學的適當性(af1)與缺乏自信心(bf3)沒有顯著的負相關(-.039)；評量的標凖化(af2)與課業上的學習困擾(bf1)有顯著的負相關(-.216(上標 **))；評量的標凖化(af2)與良好的學習態度(bf2)沒有顯著的正相關(.158)；評量的標凖化(af2)與缺乏自信心(bf3)沒有顯著的負相關(-.128)；評量的有效性(af3)與課業上的學習困擾(bf1)有顯著的負相關(-.272(上標 **))；評量的有效性(af3)與良好的學習態度(bf2)有顯著的正相關(.333(上標 **))；評量的有效性(af3)與缺乏自信心(bf3)沒有顯著的負相關(-.058)；根據迴歸分析得知：師生互動良好因素＝.639×教學的適當性因素＋.159×評量的標凖化因素；學習成效卓著＝.471×教學的適當性因素＋.289×評量的有效性因素；符合學生興趣、能力因素＝.570×教學的適當性因素＋.180×評量的標凖化因素＋.144×良好的學習態度因素

關鍵字

教學態度 ； 學習態度 ； 學習成效

並列摘要

The purpose of this study is to investigate and discuss the relationship between college teachers' teaching attitudes, students' learning attitudes and its influence to students' learning results. Based on the research results, the researcher summarized some recommendations as how to improve college teachers' teaching attitudes in class. The participants of this study include the students studying at four-year, two-year college, and two-year junior college program of the Department of Business Administration. The researcher used questionnaires in this study and used Pierson and Regression analysis to verify the level of relevance. The conclusions were showed as below.
Based on Pierson Correlation analysis, the factors of (1) the appropriateness of teaching (af1) and learning difficulty (bf1) have a significant negative correlation (-.362(superscript **)); (2) the appropriateness of teaching (af1) and the good learning attitude (bf2) have significant positive correlation (.344(superscript **)); (3) the appropriateness of teaching (af1) and the lack of self-confidence (bf3) have no significant correlation (-.039); (4) the standardized assessment (af2) and the learning difficulty (bf1) have a significant negative correlation (-.2l6(superscript **)); (5) the standardized assessment (af2) and the good learning attitude (bf2) have no significant correlation (.158); (6) the standardized assessment (af2) and the lake of self-confidence (bf3) have no significant correlation (-.128); (7) the effectiveness of assessment (af3) and the learning difficulties (bf1) have a significant negative correlation (-.272(superscript **)); (8) the effectiveness of assessment (af3) and the good learning attitudes (bf2) have a significant positive correlation (.333(superscript **)); and (9) the effectiveness of assessment (af3) and the lake of self-confidence (bf3) have no significant correlation (-.058). On the other hand, based on the Regression analysis, (1) the factors of good teacher-student interaction=.639×the factors of appropriate teaching +.159×the factors of standardized assessment; (2) the factors of good learning results =471×the factors of appropriate teaching +.289×validity of assessment, and (3) the factors of students' interests and abilities =.570×the factors of appropriate teaching +.180×the factors of standardized assessment+.l44×the factors of good learning attitudes.

並列關鍵字

Teaching Attitude ； Learning Attitude ； Learning Results