以二級後設分析探討臺灣近四十年資訊科技應用於教學對學生學習成效之影響

Effects of Information Technology on Students' Learning in Taiwan: A Second-Order Meta-Analysis of 40 Years of Research

廖遠光(Liao, Yuen-Kuang)

《教育傳播與科技研究》 127期 (2021/12) Pp. 59-78

https://doi.org/10.6137/RECT.202112_(127).0004

摘要

臺灣資訊科技應用於教學約始於1980年代，至今已近40年，期間共有36篇後設分析、約1,350篇實徵研究發表。為檢視這40年間資訊科技應用於教學對學生認知及情意的整體學習成效，本研究以其中19篇後設分析的資料進行二級後設分析。結果顯示，在認知成效上，整體平均效果量（effect size, ES）為0.49（固定效果模式）與0.51（隨機效果模式），皆達顯著，表示資訊科技應用於教學的成效顯著地優於非科技應用的教學方式（如：傳統教學）；在情意成效上，整體平均ES為0.48（固定與隨機效果模式皆同），達顯著，說明資訊科技應用於教學的學習成效顯著地優於非科技應用的教學方式。此外，在整體成效的效度檢驗上，本研究透過對902組（認知成效：649組；情意成效：253組）ES的分析後發現，在認知成效上，固定與隨機效果模式之平均ES各為0.47與0.50；在情意成效上，平均ES各為0.44（固定模式）與0.50（隨機模式）。這些數據與二級後設分析的結果，都相當接近，可以確認本研究的結果具備足夠效度。在調節變項的分析上，本研究所選擇之變項的Q_B都未達顯著，顯示這些變項都無法影響整體學習成效。本研究為國內第一篇以二級後設分析所從事之研究，研究結果應可提供教育政策制定者、資訊科技相關研究人員以及各級學校教師相當之參考價值。

關鍵字

二級後設分析 ； 後設分析 ； 電腦與學習 ； 學習態度 ； 學業成就

並列摘要

Integrating information technology into instruction (IITI) in Taiwan began in the 1980s. A total of 36 meta-analyses and 1,350 studies have been published on this topic. This study conducted a second-order meta-analysis using data from 19 meta-analyses to examine the cognitive and affective outcomes of IITI in Taiwan over the past 40 years. The results indicated that the overall mean effect sizes (ESs) for cognitive outcomes were 0.49 (fixed effect model, FEM) and 0.51 (random effect model, REM). This demonstrated that the cognitive outcomes of IITI were significantly superior to those of non-IITI to a medium degree. The mean ESs for affective outcomes were 0.48 for both FEM and REM, indicating that the affective outcomes of IITI were significantly superior to those of non-IITI to a small-to-medium degree. To validate the findings of the second-order meta-analysis, 902 ESs (649 for cognitive outcome and 253 for affective outcome) were extracted from the original individual studies. The overall mean ESs for cognitive outcomes were 0.47 and 0.50 for FEM and REM, respectively. The overall mean ESs for affective outcomes were 0.44 and 0.50 for FEM and REM, respectively. These results validated the findings of the second-order meta-analysis. However, none of the Q_B of the selected moderator variables were significant, indicating that those variables had no moderating effect on the overall mean ESs. The present study confirmed the efficacy of IITI for improving the cognitive and affective outcomes of Taiwanese students. The findings can provide education policymakers, researchers, and teachers with actionable conclusions regarding IITI.

並列關鍵字

second-order meta-analysis ； meta-analysis ； computers and learning ； learning attitude ； achievement

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