資訊科技融入教學對高職學生學習成就之研究--以電工實習為例

A Study on the Learning Achievement of Information Technology Integrating Learning for Vocational High School Students in Eletrical Engineering Lab

李孝燊(LI HSIAO SHEN)

指導教授 ： 洪欽銘

國立臺灣師範大學/科技學院/工業教育學系在職進修碩士班/碩士(2005年)

摘要

本研究旨在探討使用資訊科技融入教學法對高職學生「電工實習」課程學習成就之影響。本研究採前測、後測之準實驗研究設計。使用的研究工具為自編的專業基礎能力前測、電工實習學科學習成就後測、電工實習術科學習成就後測及學生學後看法量表等。
本研究採用獨立樣本t 考驗、單因子變異數分析、單因子共變數分析、雙因子共變數分析、Pearson 積差相關及描述統計方法考驗研究假設。茲將本研究所獲得結論敘述如下：
一、學生在電工實習課程學習成就的表現上，與專業基礎能力沒有顯著相關與差異。
二、使用「資訊科技融入」教學法學生，在電工實習課程學科學習成就表現上，經十週學習後顯著優於「傳統」教學法學生。
三、使用「資訊科技融入」教學法學生，在電工實習課程術科學習成就表現上，經十週學習後顯著優於「傳統」教學法學生。
四、「電工實習」課程每週三節，在兩種教學法上都有時間不夠，教學過程稍嫌倉促現象，學生沒有充份時間操作練習。
五、使用資訊科技融入教學法是實用、安全、正確、有效率的教學值得在高職資訊科「電工實習」課程及相關專業課程教學推廣使用。

關鍵字：學習成就，資訊科技融入教學，電工實習

關鍵字

學習成就 ； 資訊科技融入教學 ； 電工實習

並列摘要

This study seeks to evaluate the impact of an information technology-integrated (IT) pedagogy in teaching an “Electrical Engineering Lab” curriculum on the academic performance of students studying such a curriculum at a vocational high school. The study is comprised of “before and after” evaluations of performance—the initial evaluation is a basic skills test administered before students began the curriculum; the “after” evaluations gauge performance in the electrical engineering lab science and skills at the conclusion of the course. Additionally, this study makes use of evaluation forms as filled out by participating students.
This study made use of the Independent Sample t Test, One-way Analysis of Variance (ANOVA), One-way ANCOVA, Two-way ANCOVA, Pearson product-moment correlation and descriptive statistical methods to test the hypothesis posited in this study. Our research supports the following conclusions:
1.)Students’ performances in the electrical engineering lab curriculum as well as their fundamental professional skills were all comparable.
2.)Those students who were educated with using IT-integrated pedagogy exhibited a higher degree of academic performance in the electrical engineering lab course than the students who were taught with the conventional style after 10 weeks of study.
3.)Those students who were educated with using IT-integrated pedagogy exhibited a higher degree of skills performance in the electrical engineering lab course than the students who were taught with the conventional style after 10 weeks of study.
4.)Both groups experienced a need for more time in their study of the electrical engineering lab. The course was held 3 times a week. Some of the material was rushed and all students lacked sufficient time for practice of the materials.
5.)IT-integrated pedagogy is practical, safe, and efficient, and is worthy of wider application in vocational high schools in the electrical engineering lab and other related curricula.

Keywords：Learning Achievement,Information Technology Integrating Teaching , Eletrical Engneering Lab.

並列關鍵字

Learning Achievement ； Information Technology Integrating Teaching ； Eletrical Engneering Lab