實體與數位學習對學生閱讀素養之影響

本研究以PISA 2018的評量問卷調查結果，探討實體學習與數位學習對臺灣學生閱讀素養的影響。研究方法為次級資料分析法，研究對象為臺灣參與PISA 2018評量計畫的學生，共7,243位。獲得結論如下：一、在實體學習環境中，家中藏書量對閱讀素養有統計上顯著正影響。二、在實體學習行為中，能夠提出對書籍想法對閱讀素養有統計上顯著正影響。三、在數位學習環境中，學校網路對閱讀素養有統計上顯著正影響，學校電子閱讀器有統計上顯著負影響。四、在數位學習行為中，網路搜尋實用資訊與為學習特定主題而搜尋網路資訊對閱讀素養有統計上顯著正影響。五、影響閱讀素養四個面向中，實體學習環境最重要，其重要性大於實體學習行為、數位學習環境、數位學習行為。最後，本研究根據結論，對教育行政主管機關、學校、教師、家長與未來研究提出相關建議，期能裨益教育的發展。

關鍵字

實體學習；數位學習；閱讀素養

並列摘要

This study uses the results of the PISA 2018 assessment questionnaire to explore the impact of entity-learning and e-learning on reading literacy of Taiwan students. The research method is a secondary data analysis method. The research object is the students participating in the PISA 2018 in Taiwan. There are a total of 7,243 students. The research conclusions are as follows: First, in the entity-learning environment, the amount of books in the home has a statistically significant positive impact on reading literacy. Second, in entity-learning behavior, it can be proposed that the idea of the book it can be proposed that the idea of the book has a statistically significant positive impact on reading literacy. Third, in the e-learning environment, the school network has a statistically significant positive impact on reading literacy, and the school e-reader has a statistically significant negative impact. Fourth, in e-learning behaviors, the search for useful information on the Internet and the search for information on the Internet in order to learn specific topics has a statistically significant positive impact on reading literacy. Fifth, Among the four aspects affecting reading literacy, the entity learning environment is the most important, and its importance is greater than the entity learning behavior, the e-learning environment, and the e-learning behavior. Finally, based on the conclusions, this study puts forward suggestions for education administrations, schools, teachers, parents, and future research, which can benefit the development of education.