國小高年級學生之學習風格、電腦自我效能、資訊素養與學業成就的關係探討

本研究以Kolb的「體驗學習理論」（Experiential Learning Theory）探討，國小高年級學生不同學習風格對學業成績的影響。另外，根據「社會學習理論」分析，電腦自我效能的影響因素主要受到學生個人的性別、年齡；過往的電腦學習經驗、電腦使用度、電腦學習績效；以及外在的社會支持與鼓勵、父母態度等影響。而個人不同的背景因素，加上本身具備的資訊素養，在現今資訊發達的社會下，對學生的學業成就的交互影響程度正是本研究所要進一步探討的。本研究採用問卷調查法，以桃園市某國小高年級學生為研究對象。所採用的研究工具包括「Kolb學習風格量表第三版」、「電腦自我效能量表」、「資訊素養量表」。發放問卷460份，所得資料以描述性統計分析、t-檢定、皮爾森積差相關、單因子變異數分析及階層迴歸分析法進行統計分析。研究結果顯示，國小高年級學生其學業成就在「背景因素」上，女生高於男生、一般生高於非一般生、核心家庭高於非核心家庭、父母支持學習與使用電腦高於不支持者。從學生的個人「學習風格」上來看，調適者與收斂者的學業成就優於同化者與發散者。而「資訊素養」越佳的學生其學業成就也越高。至於「電腦自我效能」若單獨來看，對學業成就是沒有相關的。但在控制了背景變項的因素，以及加入個人學習風格、資訊素養後，電腦自我效能在學習風格與資訊素養的共同作用影響下，對學業成績的預測則是負的表現。最後根據研究結果提出建議，若要提升學業成績，在順應學生不同學習風格上，老師在設計課程時，若能以學生的舊經驗引起動機，學習過程是以動手實驗、實際操作來學習，這樣的課程設計較能引起大多數高年級學生學習的興趣。在資訊素養上，父母支持孩子學習與使用電腦並給予適度使用電腦的時間，將會有助於提升學生的資訊素養。

關鍵字

電腦素養；資訊自我效能；學習成效

並列摘要

This study explores the impact of different learning styles on academic performance by Kolb's "empirical learning theory". In addition, according to the "social learning theory" analysis, the impact of computer self-efficacy factors mainly by the student's individual gender, age; past computer learning experience, computer use, computer learning performance; and external social support and encouragement, parental attitude And so on. And the individual background factors, coupled with their own information literacy, in today's well-developed society, the academic impact of the degree of student interaction is the degree of this study to further explore. In this study, questionnaire survey was used to study the students in Taoyuan City. The research tools used include the Kolb Learning Style Scale, the Computer Self-Performance Scale, the Information Literacy Scale, and the Academic Self Assessment Form. The data were analyzed by descriptive statistical analysis, t-test, Pearson Product-Moment Correlation, one-way ANOVA and hierarchical regression analysis. The results show that the academic achievement of the Senior Students in the "background factors", girls than boys, generally higher than non-ordinary students, the nuclear families than non-nuclear families, parents support learning and use of computers higher than does not support By. From the students' individual "learning style", the academic achievement of the accommodator and the converger is superior to the assimilator and diverger. The better the "information literacy" students have higher academic achievement. As for the "computer self-efficacy" if the individual point of view, the academic achievement is not relevant. However, in the control of the background variables of the factors, as well as to join the individual learning style, information literacy, computer self-efficacy in learning style and information literacy under the influence of the academic performance of the forecast is negative performance. Finally, according to the results of the study, in order to improve the academic performance, in accordance with the students of different learning styles, the teacher in the design of the course, if the students experience the old experience, learning process is hands-on experiment, the actual operation to learn, so Of the curriculum design can cause the majority of senior students to learn interest. Parents 'support for children's learning and use of computers and the proper use of computers will help improve students' information literacy.