國中學生英文科學習態度、學習困擾、學習因應策略與學習成效之關聯性探討–以桃園市大溪國中為例

A Study on the Relationships among English Learning Attitude, Learning Disturbance , Learning Strategies and Learning Achievement of Junior High School Students - Based on Daxi Junior High School

羅培瑛(Pei-Yin Lo)

指導教授 ： 李筱丰

健行科技大學/管理學院/企業管理系碩士在職專班/碩士(2017年)

摘要

本研究旨在研究國中學生英文科不良學習態度、學習困擾與學習成效之關聯性。本研究採問卷調查法蒐集資料，以桃園市大溪國中學生為研究對象，共抽取11個班，275位學生。剃除無效問卷，共取得有效問卷274份，有效問卷回收率99.6%。利用SPSS Windows for 20.0 套裝軟體進行分析，包括描述性統計、因素分析、信效度分析、單因子變異數分析、皮爾相關分析與迴歸分析等方法進行統計分析，研究結果發現：
一、英語不良學習態度對學習成效，具有顯著負向影響。
1.自省態度對英文學習成效有顯著負向影響。
2.課程態度對英文學習成效有顯著負向影響。
3.師生互動態度對英文學習成效無顯著影響。
二、英語學習困擾對英文學習成效，有顯著負向影響。
1.英文基礎能力不好對英文學習成效間有顯著負向影響。
2.英文學習內容過多對英文學習成效間有顯著負向影響。
3.家人不支持對英文學習成效間有顯著負向影響。
4.英文學習過程中，無人可問對英文學習成效間有顯著負向影響。
三、英語學習因應策略對學習成效，具有顯著正向影響。
1.主動解決對英文學習成效間有顯著正向影響。
2.他人協助對英文學習成效間有顯著正向影響。
四、英語學習因應策略對學習困擾與學習成效無顯著的解釋力，亦即沒有影響。
本研究依據各項結論提出各項結論，供學校、教師及後續研究參考。

關鍵字

國中學生 ； 英文 ； 學習態度 ； 學習困擾 ； 學習成效

並列摘要

The aim of this study is to study the relationship between learning attitude, learning disturbance, learning strategies and learning achievement in English subject among junior high school students. In this study, the questionnaire survey data were used to collect data. A total of 11 classes and 275 students were selected from Daxi Junior High School students. A total of 274 valid questionnaires were obtained and the effective questionnaire was collected at 99.6%. The results were analyzed by SPSS Windows for 20.0 software, including descriptive statistics, t-test, one-way ANOVA, and pearson product-moment correlation coefficient. The results showed that:

First, poor learning attitude in English has a significant negative impact on learning achievement.
1. Self-reflection has a significant negative impact on English learning achievement.
2. Curriculum attitude has a significant negative impact on English learning achievement.
3. The interaction between teachers and students has no significant effect on English learning.

Second, the English learning disturbance on the effectiveness of English learning, there is a significant negative impact.
1. Poor English basic skills has a significant negative impact on English learning achievement.
2. Too much English content has a significant negative impact on English learning achievement.
3. Family members do not support has a significant negative impact on English learning achievement.
4. In the process of English learning, no one can ask has a significant negative impact on English learning achievement.

Third, the English learning strategies have a significant positive impact on learning achievement.
1. Active solution has a significant positive impact on the effectiveness of English learning achievement.
2. Help from others has a significant positive impact on the effectiveness of English learning achievement.

Fourth, the English learning response strategy for learning distress and learning results without significant explanatory power, that is, no effect. The study draws conclusions based on the conclusions for schools, teachers and follow-up studies.

並列關鍵字

Junior High School Students ； English ； Learning Attitude ； Learning Disturbance ； Learning Achievement

參考文獻

參考文獻

中文部分

1. 王天助(2011)，中部地區國民小學九年ㄧ貫課程自然與生活科技領域高年級學童學習現況調查研究，國立臺中教育大學科學應用與推廣學系科學教育碩士班碩士論文。

2. 王欣怡（2013），互動式電子白板融入英語補救教學方案對提昇國小六年級學童英語學習態度與學習成效之行動研究，國立台南大學教育學系課程與教學碩士論文。

3. 王彩鸝(2015)，會考成績公布，英數嚴重雙峰。取自： https://udn.com/news/story/6916/947753