電腦輔助自主學習對學習動機與學習成效之影響

本研究旨在探討電腦輔助國小四年級學生自主學習對英語單字學習成效是否有顯著差異，並探究電腦輔助自主學習對實驗組學生於學習動機之影響。研究採用準實驗法的前後測設計。研究對象為桃園市某國小四年級共二十七名學生，其中十四人為實驗組，接受電腦輔助學生自主學習；另外十三人為控制組，接受傳統講述式教學。兩組皆進行五週的英語單字教學實驗，每週三節課，總計十五節課。研究以「英語學習成就測驗」對學生施以前測，以瞭解學生起點行為，並作為分組的依據；五週英語單字教學實驗結束後即進行後測，以探討兩組學生之學習成效差異。為瞭解實驗組學生在使用電腦輔助自主學習後學習動機變化之情形，實驗後對其施以「電腦輔助自主學習學生問卷」。研究結果顯示：一、在學習動機方面，學生對於使用「電腦輔助自主學習」學習英語單字，整體滿意度介於滿意及非常滿意；二、在學習成效方面，「電腦輔助自主學習」有助提升學生英語單字學習成效。

關鍵字

自主學習；學習動機；學習成效

並列摘要

The study explored the effect of self-directed learning on learning achievement of vocabulary learning in computer-aided learning environments for fourth grade students of elementary school, and investigated their motivation. The study used the non-equivalent pretest-posttest design. 27 fourth grade students in Taoyuan city were recruited for the study. The students were divided into two groups. One is the experimental group with 14 students that used the method of self-directed learning in computer-aided learning environments, the other is control group with 13 students that used the traditional lecture-based teaching method. Both groups were requested to learn the target words with three lessons per week for five weeks. The students were grouped by the result of pretest, and performed with posttest after five-week vocabulary learning. The questionnaire was administered with the experimental group only to further explore whether the use of self-directed learning in computer-aided learning environments motivated students' vocabulary learning. The result showed that most of students expressed positive attitudes towards the use of self-directed learning in computer-aided learning environments. Furthermore, using the method of self-directed learning in computer-aided learning environments had a significant effect on the achievement of vocabulary learning.