本研究旨在程式課程加入註解學習活動,用以輔助學習者程式學習,並探討註解學習活動對學習者之學習成效、學習焦慮、學習參與、與學習滿意度的影響。實驗樣本以雲林某科技大學一年級65位學生做施測,剔除資料不完整,有效樣本共計51份。並以SPSS 20.0版進行敘述性統計、成對樣本t檢定、單因子變異數分析、信度分析。研究結果如下:(1)學習者前測與後測相互比較,有顯著差異,針對後測成績不同先備知識學習者則無顯著差異。(2)註解學習過程中,學習者雖然產生學習壓力與焦慮,但學習者仍然抱持正向態度學習程式設計。(3)學習者參與註解學習活動,同儕之間互相討論,使學習者更加釐清自己程式設計觀念上的不充足。(4)學習者認為註解學習活動,可改善程式設計觀念,也讓學習者學習程式更加有信心。
The purpose of study was to integrate annotation learning activity into computer programming course to assist learners and investigate the learning effects of learners’ satisfaction, participation, anxiety, and effectiveness. The experimental samples were based on 65 freshmen from University of Science and Technology in Yunlin. Removing invalid samples, the study got 51 valid samples. By using SPSS 20.0 software, descriptive statistics, paired-samples T test, one way ANOVA, and reliability analysis were then utilized to explain the learners’ learning performance and attitudes toward learning effects. The results indicated that : (1) There was significant difference between the test of learners who study annotation learning activity and who don’t study annotation learning activity. (2) During the activities of learning annotation, learners felt a lot of pressure and anxiety, but they still kept optimistic on learning annotation. (3) Learners participating annotation learning activity can help themselves realize their insufficient background knowledge in computer programming design. (4) Learners considered that annotation learning activity can improve the concept of computer programming design. Furthermore, learners are more confident.