統計學令研究生害怕嗎？以教育統計學的學習歷程爲例

Are Postgraduate Students Afraid of Statistics? An Example of Learning Process on Educational Statistics

林曉芳(Hsiao-Fang Lin) ； 盧冠樺(Kuan-Hua Lu)

《明道學術論壇》 5卷2期 (2009/12) Pp. 41-61

https://doi.org/10.6953/MJ.200912.0041

摘要

本研究主要對修習「教育統計學」之研究生進行學習成就與學習態度改變之了解，利用行動研究進行教學與研究，期待能讓學生的學習動機有正面表現，並且有良好的學習成就效果。對象為研究者任教之碩士班一年級學生，共九位，利用自編之「學習態度與感受量表」與「概念關連分析表」為研究工具。研究結果除了直接提供教師更加瞭解學生的學習態度與學習困難外，也提醒了教師在教學過程中需要留心的問題。學生學習困難的原因，除了學習材料的難度，有更多是個人的心理因素；其次，根據概念關連分析表，也可區別出有學過教育統計學學生的認知較未學過的好。

關鍵字

教育統計學 ； 學習態度與感受 ； 研究生 ； 概念關連分析

並列摘要

The purpose of this study was to effectively design a postgraduate-level educational statistics course by understanding the relationship among learners´ motivation, attitude changed, and achievement. By constructing an action research, the researcher who was also the instructor of the educational statistics class, aimed to foster a positive learning environment where that students´ positive learning motivation will cause good achievement. Using this strategy, the researcher invited all nine postgraduate students who elected the statistics in education course to participate in the study. The research tools included ”The Scale of learning attitude and feeling” and 'Concept associative analysis table' which were designed by the researcher. In conclusions, the study reported that educational statistics was really a challenging learning subject. Meanwhile, the students´ learning attitude and feeling were the most important contributing factors. In fact, about the study found out that postgraduate students' fear of educational statistics was the most critical learning psychology obstacle. Besides, other than the concept associative analysis table, students who have taken any educational statistics course in the past obtain more course objectives than those who have never learned this course.

並列關鍵字

educational statistics ； learning attitude and feeling ； postgraduate student ； concept associative analysis