- 期刊
心智圖融入會計學課程對技術型高中學生學習動機及學習成效之影響
The Effects of Mind Map on Vocational High School Students' Accounting Learning Motivation and Learning Achievement
摘要
本研究旨在探討心智圖對技術型高中商管群學生會計學習動機及學習成效之影響，並透過實驗組與控制組之比較，來檢視其差異。研究對象為桃園市某技術型高中商管群二年級學生共72人，採準實驗研究設計，隨機分派成實驗組與控制組，兩組課程內容均以會計學課程之不動產、廠房及設備單元為主題進行設計。實驗組採用心智圖方式進行教學，控制組則維持傳統教學模式。教學實驗歷經六週共18節課，於教學前後施予測驗，主要以單因子共變異分析探討會計學習動機及學習成效的差異，並佐以小組討論紀錄與回饋評量。本研究結果顯示，實驗組學生在會計學習動機的表現優於控制組學生，而實驗組低程度學生在會計學習成效上有顯著提升。學生透過心智圖的習得及運用，不僅讓自己得以掌握會計學科的重要概念而感到自信，也認為此種上課形式不同於以往的傳統講述，因而感到新奇有趣，給予內在性評價，更對於心智圖策略抱持正向的情感及樂於學習的態度，是以心智圖教學能有助學習者的學習表現。
並列摘要
This study was to examine the influences of mind map strategies integrated into an accounting class on accounting learning motivation and learning achievement for vocational high school students. Using a quasi-experimental design, the study involved 72 fourteen-graders randomly assigned into the experimental and control groups. The former adopted a mind map teaching, a diagram used to visually organize information in a hierarchical structure, while the latter followed the traditional teaching. Before and after the experiment, all participants took the questionnaires of Accounting Learning Motivation as well as Achievement Test. Through data collected from students' responses and records, some impact results carried out by a one-way analysis of covariance (ANCOVA) indicated that the experimental group has outperformed the control group on dependent variables. Advantages of the mind map over the traditional model focused on visualized constructs and categorized ideas using a central keyword or idea. It included more access allowing students realize relationships among pieces of the whole, which appeared with positive effects on their accounting learning motivation and learning achievement, especially for low-achieved students' learning outcomes. Finally, several recommendations and suggestions were provided for further implementation as well as for forthcoming studies.