問題本位學習對不同先備知識的六年級學生數學學習成效之影響

The Impact of Problem-Based Learning on the Mathematics Learning Effects of sixth graders with different Prior Knowledgeamong different Prior Knowledge of sixth grade students

莊嘉淋(Chia-Lin Chuang)

指導教授 ： 楊坤原

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/cycu201300524

摘要

本研究是探討不同先備知識的國小六年級學生接受問題本位學習（Problem-Based Learning, PBL），對於學習者數學學習態度、數學學習動機與數學學習成就的影響，並依據研究結果嘗試提出建議與改進方針，作為其他國小教育教師與數學教育學者之參考。本研究採用準實驗研究法，研究對象為桃園縣某國小六年級二個班級學生，分為實驗組（28人）與對照組（28人），實驗組接受PBL，而對照組接受傳統式教學。研究持續六週，每週5堂課，共30堂課。正式實驗教學前後，對兩組學生進行「數學學習態度量表」、「數學學習動機量表」的前後測。並在正式教學前，收集兩組學生「六年級上學期第二次數學定期考」成績做為前測成績，而在正式教學後，施以「數學學習成就測驗」，以第二次數學定期考成績為共變數，以PBL及傳統式講述法為自變項，「數學學習成就測驗」分數為依變項。單因子共變數分析後，得知以下結果：
一、 接受「問題本位教學法」高先備知識學生的數學學習態度顯著優於「傳統講述教學法」高先備知識學生。
二、 接受「問題本位教學法」中先備知識學生的數學學習態度顯著優於「傳統講述教學法」中先備知識學生。
三、 接受「問題本位教學法」低先備知識學生與「傳統講述教學法」低先備知識學生，數學學習態度未達顯著差異。
四、 接受「問題本位教學法」高先備知識學生的數學學習動機顯著優於「傳統講述教學法」高先備知識學生。
五、 接受「問題本位教學法」中先備知識學生的數學學習動機顯著優於「傳統講述教學法」中先備知識學生。
六、 接受「問題本位教學法」低先備知識學生與「傳統講述教學法」低先備知識學生，數學學習動機沒有顯著差異。
七、 接受「問題本位教學法」高先備知識學生與「傳統講述教學法」高先備知識學生，數學學習成就沒有顯著差異。
八、 接受「問題本位教學法」中先備知識學生與「傳統講述教學法」中先備知識學生，數學學習成就沒有顯著差異。
九、 接受「問題本位教學法」低先備知識學生與「傳統講述教學法」低先備知識學生，數學學習成就未達顯著差異。
十、 數學學習態度與數學學習動機存在顯著的正相關，數學學習態度與數學學習成就存在顯著的正相關，數學學習動機與數學學習成就亦存在顯著的正相關。

關鍵字

先備知識 ； 國小 ； 數學學習態度 ； 數學學習動機 ； 問題本位學習 ； 數學學習成就

並列摘要

The purpose of this study is to explore the impact of the Problem-Based Learning (PBL) model on the mathematics learning attitudes、mathematics learning motivation and mathematics learning achievement among different prior knowledge of sixth grade students. Based on the results, this study will provide suggestions and improvements for elementary school mathematics teachers and mathematics researchers. The research adapts quasi-experiment and two sixth–grade classes of students from one elementary school in Taoyuan country were selected to bethe research sample, which were divided into the experimental group (n=28) and the control group (n=28). The teaching lasted 6 weeks and 30 class sessions were included. Two research instruments – Scale of Mathematics Learning Attitudes, and Scale of Mathematics Motivation Learning Test were employed before and after teaching for two groups of students. Collecting the grades of second sectional examination in last semester of sixth grade as the grades of the pre-test before official teaching. Mathematics Learning Achievement Test was employed after official teaching. The grades of second sectional examination in last semester of sixth grade is used to be the covariance, PBL and traditional pedagogy were used to be the independent variable while the grades of Mathematics Learning Achievement Test was used to be the dependent variable. The results from one-way ANCOVA showed that：
1. Students of high-level prior knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Attitudes than students of high-level prior knowledge taught by traditional pedagogy.
2. Students of middle-level prior knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Attitudes than students of middle-level prior knowledge taught by traditional pedagogy.
3. There is no significant difference between students of low-level prior knowledge taught in PBL and students of low-level prior knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Attitudes.
4. Students of high-level prior knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Motivation than students of high-level prior knowledge taught by traditional pedagogy.
5. Students of middle-level prior knowledge taught in PBL make great progress in the grades of Scale of Mathematics Learning Motivation than students of middle-level prior knowledge taught by traditional pedagogy.
6. There is no significant difference between students of low-level prior knowledge taught in PBL and students of low-level prior knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Motivation.
7. There is no significant difference between students of high-level prior knowledge taught in PBL and students of high-level prior knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Achievement Test.
8. There is no significant difference between students of middle-level prior knowledge taught in PBL and students of middle-level prior knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Achievement Test.
9. There is no significant difference between students of low-level prior knowledge taught in PBL and students of low-level prior knowledge taught by traditional pedagogy at the grades of Scale of Mathematics Learning Achievement Test.
10. Mathematics learning attitude is highly relevant with mathematics learning motivation. Mathematics learning attitude is highly relevant with mathematics learning achievement. Mathematics learning motivation is highly relevant with mathematics learning achievement.

並列關鍵字

mathematics learning attitude ； elementary school ； mathematics learning attitudes ； mathematics learning achievement ； Problem-Based Learning ； prior knowledge

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