- 學位論文
混合學習融入情境作文對高職學生寫作態度與學習成效之影響
The Effects of Blended Learning Integrated with Situational Composition Writing on Writing Attitude and Writing Performance for Vocational High School Students
摘要
本研究旨在探討混合學習融入情境作文對高職學生寫作態度與學習成效的影響。本研究採用準實驗研究法，以高雄市某公立高職二年級84名學生為研究對象，分為實驗組（41人）與對照組（43人），實施前、後測與七次的實驗教學，共九次寫作。 實驗組於網路平台進行寫作教學，對照組則在傳統教室接受寫作教學。在教學實驗裡，不同的教學環境為自變項，探討混合學習的情境作文與傳統情境作文對學生寫作學習成效及寫作態度所產生的影響。 教學實驗前先施以寫作態度與寫作表現的前測，實驗結束後，再施以寫作態度後測、寫作表現後測與學習滿意度後測。就兩組進行描述性統計、成對樣本 t 檢定、單一樣本t 檢定與單因子共變數分析。 本研究之結果如下：混合學習融入情境作文教學，學生在寫作態度的認知、情意之前、後測上無顯著差異，但在行為與總分之後測顯著高於前測。學生在寫作內容、組織、語言與整體表現上，後測顯著高於前測。在學習滿意度的教學方式、學習品質、學習互動、學習評量、學習心得與整體總分上，學生的滿意度是高的。 比較混合學習與傳統學習的寫作態度上，兩組在認知無顯差異，但情意、行為與整體總分上，實驗組顯著高於對照組。在寫作的內容、組織、語言與整體表現上，兩組無顯著差異。在學習滿意度，兩組在教學方式、學習互動、整體總分上呈顯著滿意，在學習品質、學習評量與學習心得上，實驗組呈顯著滿意，而對照組則無顯著滿意。
並列摘要
This study aims to discuss the influence of the learning attitude and effects which the situational composition writing applied with blended-learning have on vocational high school students. A quasi-experimental research method is used in this study; the samples are 84 sophomore students of a vocational high school in Kaohsiung City, who are divided into two groups—experimental group(41 students) and comparative group(43 students). 7 times’ experimental composition teachings and nine times’ composition writing were carried out by the researcher. The experimental group accepted the researcher’s composition teaching on the Internet platform, while the comparative group accepts traditional composition teaching in the classroom. Throughout the process of teaching, the independent variable is the different teaching environment. With that, the researcher try to discuss the influence of the learning attitude and effects which the situational composition writing applied with blended-learning have on students. Before the teaching, both groups took a pre-test based on writing attitude and writing performance. After the experiment, they took a post-test based on writing attitude and writing performance, plus a test of learning satisfaction. And then all the data is collected and was analyzed with descriptive statistics, paired t-test, single sample t-test, and ANCOVA analysis. The results of the study are as follows: 1. In the situational composition teaching applied with blended-learning, there is no obvious significance between the pre and post tests in the cognition and affection fields of students writing attitudes; however, the sum scores are higher and the score of post-tests in learning behavior is higher. 2. In the learning satisfaction field, students get high learning satisfaction in teaching methods, learning qualities, learning interactions, learning evaluations, learning experience, and the overall scores. Compared with blended-learning and traditional learning on writing attitudes, no obvious significance is found in both groups, though the experimental group gets higher scores in affection, behavior, and overall aspects than the comparative group. NO obvious significance is found in both groups about the contents, structure, language, and the whole performance. Moreover, both groups have satisfaction on teaching methods, learning interactions, and overall aspects. And the experimental group is significantly satisfied with learning qualities, learning evaluations, and learning experiences, while the comparative group is not significantly satisfied with all of them.