不同網路評量方式融入國小課程對學習動機與學習成就之影響:以健康教育課程為例

本研究之主要目的在探討不同網路評量方式融入國小健康教育課程對於學習動機與學習成就的影響。本研究採準實驗設計，以雲林縣元長國小六年級兩班學生為研究對象，實驗組融入群體同步評量(Kahoot系統)，控制組融入個人非同步評量(GoClass系統)，施以6週不同評量模式融入健康課程的實驗處理，研究對象皆在實驗前、後進行健康課程學習動機量表與健康課程學習成就測驗的測量，實驗結束後兩組均填寫健康課程學習滿意度問卷，實驗組再填寫半結構式之「群體同步評量融入健康課程回饋單」。本研究以學習動機與成就測驗前、後測使用相依樣本T檢定，考驗兩組在經過各自的評量模式後，各自的學習動機與學習成就是否有差異；運用單因子共變數分析，考驗兩組的學習動機之差異；再運用獨立樣本Ｔ檢定，比較兩組學習成就之差異。最後運用獨立樣本Ｔ檢定，比較兩組在學習滿意度的差異。回饋單採用質性資料處理，整理並歸納學生回答內容。結果與建議如下：一、群體同步評量能夠提升學生的學習動機。二、群體同步評量與個人非同步評量都能夠提升學生的學習成就。三、在學習滿意度上，群體同步評量與個人非同步評量獲皆得正向的肯定，尤其是群體同步評量能夠提升學生的學習興趣。四、實驗組在「群體同步評量融入健康課程回饋單」中給予中肯的回饋與意見，對於此評量運用在未來研究與教學上給予建議。依據研究結果，建議教師善用不同模式的網路評量，掌握學生學習狀況，若教師分工合作，能夠讓課程編排及活評量內容更完整；運用群體同步評量時，學生可分組合作學習並使用行動載具，運用在其它學習科目中。

關鍵字

網路評量；學習動機；學習成就

並列摘要

This paper adopted the quasi-experimental research to discuss the differences in learning motivation, achievements, and the satisfaction when students took different assessment strategies in their health class. The study took two sixth grade class students from Yuanchang Elementary School in Yunlin County. Taking the experimental group integrated into Group Synchronous Assessment (Kahoot systems), and the Control Group integrated into Individual Asynchronous Assessment (GoClass system), and implemented a six-week duration of different assessment models of experimental treatment into the health class. All subjects needed to take the measurement for learning motivation scale and achievement tests for health class before and after the experiment. Both groups needed to fill out the health class satisfaction questionnaire after the experiment, and the experimental group needed to fill out the semi-structured “feedback form for the combination of the Group Synchronous Assessment for the health class.”According to the study structure and the experimental design, the paper will conclude whether there are differences between each group’s learning motivation and achievement after assessing the results of the testing of each one of them in the assessment models by using the dependent sample T test to measure the before and after of the learning motivation and achievement. This will be achieved by using the analysis of covariance(ANCOVA) to test the differences between the two groups’ learning motivation; and using independent sample T test to compare the differences between two groups’ academic achievement. Finally, a compare assessment will be made in between the two groups’ learning satisfaction by using independent sample T test. The feedback form will be sorted according to the qualitative data results and an induction will be derived from the students’ answers. The outcomes were as followed: 1. Group Synchronous Assessment can improve the learning motivation of students. 2. Both Group Synchronous Assessment and Individual Asynchronous Assessment can improve academic achievement. 3. Both Group Synchronous Assessment and Individual Asynchronous Assessment have a positive affirmation; especially the Group Synchronous Assessment can improve the learning interests. 4. Experimental Group made an appropriate feedback and comments on the “feedback form for the combination of the Group Synchronous Assessment into health education course”, and provided advice for the future use of research and teaching for this assessment. This study suggests that teachers should make a good use of different modes of Internet assessment to master the learning situation of students and based on this study, teachers can also make the course and assessment more complete if they work cooperatively. Students can work cooperatively through the learning process and make use of mobile-device in other subjects when implementing the Group Synchronous Assessment.