使用電子教科書對國中生英文單字學習成效之研究-以高雄市某國中為例

Effects of Using E-Textbooks on Junior High School Students’ Vocabulary Learning Proficiency-A Case Study of Middle School Students in Kaohsiung City

王銘瑋(Ming-Wei Wang)

指導教授 ： 鄭榮祿

共同指導教授 ： 周照偉(Chao-Wei Chou)

義守大學/電機資訊學院/資訊管理學系/碩士(2016年)

摘要

本研究旨在研究使用電子教科書對國中生英文單字學習成效之影響。研究者採取準實驗研究設計，以高雄市某完全中學國中部二年級學生共146人為研究對象，其中70人為實驗組，76人為對照組。針對母群體中實驗組及對照組的英文學習成就、單字成就與實驗組學習感受部份，研究者利用SPSS統計軟體進行前後測比較後進行分析，有以下四項發現：
(一) 英文學習成效部份：實驗組和對照組全體學生，在英文學習成效無顯著差異；實驗組高、中、低分群學生，相較於對照組分群學生，在英文學習成效有提昇。
(二) 單字學習成效部份：實驗組和對照組全體學生，在英文單字學習成效無顯著差異；實驗組高、中、低分群學生，在英文單字學習成效較前測有提昇。
(三) 英文學習感受部份：教具特性、學生特質、師生互動層面與知覺有用性呈正相關； 教具特性、學生特質、師生互動層面與知覺易用性呈正相關；知覺有用性及知覺易用性對學習滿意度均呈現顯著正相關；學習滿意度與學習成效呈現顯著正相關。
(四) 學生學習感受度預測分析部份：外部變項對於系統的知覺有用性具有預測力；外部變項對於系統的知覺易用性具有預測力；知覺有用性與知覺易用性對於學習滿意度均具有預測力；學習滿意度對於學習成效具有預測力。

關鍵字

電子教科書 ； 英文學習 ； 資訊融入教學

並列摘要

The study aims at exploring the effects of utilizing e-textbooks teaching on the English schoal achievement of junior high school students. In this study, e-textbooks designed for English course were conducted on 146 eighth grade students, who were divided into the experimental group (70) and the controlled group (76). The e-textbooks teaching was applied to the experimental group, while teaching with printed textbooks was given to the controlled group.
The data for the effectiveness analysis done in SPSS is based on the results of the differences of monthly test grades and vocabulary test grades between two groups. The results of the subjects’ monthly test grades were analyzed for a more detailed research; meanwhile, the quantitative analysis of questionnaires was later conducted as a complement to the conclusions of the study. The major results of the study can be listed as follows:
Concerning the English monthly and vocabulary tests: There are no significant differences between the two groups in both tests; the high achievers in the controlled group surpass that in the controlled groups in both tests; the middle achievers in the controlled group surpass that in the controlled groups in both tests; the low achievers in the controlled group surpass that in the controlled groups in both tests.
As for the English learning perceptions analysis: Teaching-Aids, Students ’ Characteristics and T-S Interactions have positive correlations with perceived ease of use; Teaching-Aids, Students’ Characteristics and T-S Interactions have positive correlations with perceived usefulness; both perceived ease of use and perceived usefulness have positive correlations with learning satisfaction; finally, learning satisfaction has a positive correlation with learning achievement.
With reference to the predictive analysis of learning perceptions: External variables in the system can predict the perceived ease of use; external variables in the system can predict the perceived usefulness; both perceived ease of use and perceived usefulness can predict learning satisfaction; and learning satisfaction can predict learning achievement.

並列關鍵字

E-textbooks ； English learning ； Information Technology Integrated into Instruction

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