國中教師教學風格、學生學習動機與英語科學習成就之關聯性研究－以桃園縣為例

The Study of Relationships among Secondary Teachers’ Teaching Styles, Students’ Learning Motivation and English Academic Achievement - Taoyuan County as an Example

楊汶斌(Wen-Bin Yang)

指導教授 ： 張淑慧

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000295

摘要

本研究主要在探討國中教師教學風格、學生學習動機與英語科學習成就三者之間的關聯性。本研究採用問卷調查法，調查的對象為桃園縣公立國中九年級的學生，問卷回收率為96.3%，其中有效樣本數為832份。使用工具為「教師教學風格量表」與「學生學習動機量表」。經卡方百分比同質性檢定、t檢定、單因子變異數分析、皮爾森積差相關、逐步多元迴歸分析及淨相關，得致以下結果：
一、學生所知覺的教師教學風格以「教師主導型」的比例最高，「探索學習型」的比例最低。
二、不同背景變項的學生所知覺的教師教學風格未達顯著差異。
三、不同背景變項的學生在學習動機上有顯著差異。
四、不同背景變項的學生在學習成就上有顯著差異。
五、教師教學風格、學生學習動機與學習成就之間具有顯著正相關存在。
六、教師教學風格與學生學習動機對學習成就具有顯著預測力。
七、學生學習動機是教師教學風格與學生學習成就之間的中介變項。

關鍵字

教學風格 ； 學習成就 ； 學習動機

並列摘要

The purpose of this study was to explore the relationships among secondary teachers’ styles, students’ learning motivation and English academic achievement. The samples were ninth-grade students from public secondary schools in Taoyuan County. The return rate was 96.3% and valid samples were 832. The questionnaire was constructed into two subsets: teachers’ teaching styles and students’ learning motivation. The statistics used in this study were chi-square, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression and partial correlation. The major conclusions of this study were summarized as follows:
1. Most students perceived their teachers’ teaching styles were teacher-directed style, whereas exploring-learning style was the least perceived by the students.
2. There were no significant differences between teachers’ teaching styles perceived by students with different background variables.
3. There were significant differences of learning motivation between different groups of students with different background variables.
4. There were significant differences of academic achievement between different groups of students with different background variables.
5. There were positive significant correlations between teachers’ teaching styles, students’ learning motivation and students’ academic achievement .
6. Students’ academic achievement could be predicted by teachers’ teaching styles and students’ learning motivation.
7. Students’ learning motivation was a significant mediator between teachers’ teaching styles and students’ academic achievement.
Based on the results of the study, some suggestions were proposed for educational administrators, school administrators, and teachers.

並列關鍵字

academic achievement ； learning motivation ； teaching styles

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