基隆市國小學生學習責任、課堂紀律與學習成就及其關係之研究

A Study on Learning Responsibility, Class Discipline, Learning Achievement and Their Relationships of Elementary School Students in Keelung City

許籐繼(Terng-Ji Sheu) ； 林子廉(Tzu-Lien Lin)

《臺北市立大學學報.教育類》 52卷2期 (2021/12) Pp. 55-78

https://doi.org/10.6336/JUTEE.202112_52(2).0003

摘要

學生學習成就受到許多因素的影響，而學生學習責任和課堂紀律正是存在於學生學習過程的重要因素。近來全球教育革新趨勢，逐漸強調由教師中心轉變為學習者中心的教學，學生學習責任、課堂紀律和學習成就三者間關係也成為待探討的重要課題。本研究旨在探究國小學生學習責任、課堂紀律與學習成就的現況與其關係，主要採取問卷調查法，以基隆市國小中高年級學生為對象，進行分層隨機叢集抽樣調查。總計發放問卷1,000份，回收930份，回收率為93%。有效問卷910份，有效率為97.85%。所得資料進行描述統計、獨立樣本t檢定、單因子變異數分析、皮爾遜積差相關分析及結構方程模式分析。研究結論如下：（1）學生學習責任、課堂紀律與學習成就良好，但被動承擔責任、外在要求的遵守及國語表現較突出；（2）女性與女導師班學生，在學習責任與學習成就皆明顯優於男性與男性導師班，凸顯女性早熟與細膩關懷特質的影響；（3）學習責任分別對課堂紀律與學習成就具有正向的影響，但課堂紀律對學習成就並未達顯著的直接效果；（4）學習責任、課堂紀律與學習成就修正之結構關係模式獲得支持，雖然有些變項之間的影響效果不夠明顯，但是經過修正後的模型仍可支持三者之間存在的結構關係。根據研究結論，提出相關之建議。

關鍵字

課堂紀律 ； 學習成就 ； 學習責任

並列摘要

The learning achievements of the students are influenced by multiple factors, and student learning responsibility and class discipline are just the important factors existing the learning processes of the students. Recently, the global trend of educational innovation has increasely emphasized the instruction from teacher-centered to learner-centered, and the relationship among student learning achievement, class discipline, and learning responsibility has become the import issue to be explored. Therefore, the main purpose of this study is to investigate the status of student learning responsibility, class discipline, and learning achievement, and the relationship among those three variables. The survey method was used with questionnaire and subjects were the 3rd to 6th grade students in Keelung. Random cluster sampling was adopted, 930 copies were returned from 1,000 samples with the rate of 93% and 910 copies were available with the rate of 97.85%. The analysis of data was conducted by descriptive statistic, independent sample t-test, one-way analysis of variance (ANOVA), Pearson's product-moment correlation, and structural equation modeling (SEM). The conclusions are as follows: (1) Students have good learning responsibilities, class discipline and learning achievements, but passively assume responsibilities, comply with external requirements and perform well in Mandarin; (2) Female and female homeroom teachers' students are significantly better than male and male homeroom teachers' in terms of learning responsibilities and learning achievements, highlighting the influence of precocity and delicate care of women; (3) Learning responsibilities have positive effects on class discipline and learning achievement respectively, but class discipline does not have a significant direct effect on learning achievement; (4) The structural relationship model of learning responsibility, class discipline and learning achievement modification is supported. Although the effects of some variables are not obvious enough, the revised model can still support the structural relationship between the three. According to the research conclusions, the relevant suggestions are made.

並列關鍵字

class discipline ； learning achievement ； learning responsibility

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