我國網頁主題式探究學習成效之後設分析研究

Effects of WebQuest on Students’Achievement: A Meta-analysis

楊宛慈(Wan-Tzu Yang)

指導教授 ： 廖遠光

國立臺灣師範大學/教育學院/教育學系/碩士(2012年)

摘要

本研究以「後設分析」（meta-analysis）為研究方法，探討我國網頁主題式探究學習之成效，其主要將學習成效區分為三個層面：認知、情意、高層次思考。認知所指稱的為學生的學業成績，而情意包含學習興趣、學習態度、學習動機，高層次思考能力為問題解決、批判思考、知識創造。本研究收集實驗研究，並剔除不完整，沒有提供確切數據和不符合研究標準之相關論文;學業成就篇數計二十三篇，二十三個比較數，情意部分共十六篇，十六個比較數；高層次思考為十篇，十個比較數。透過分析，各個面向的效果量及其調節變項，分析結果如下：（1）WebQuest融入教學學業成就面向效果量0.5984，影響學業成就的調節變項有實驗組教材；（2）WebQuest融入教學情意面向效果量0.3825，影響情意層面的調節變項有學校區域；（3）WebQuest融入教學高層次思考面向效果量0.3990，其同質性檢定未達顯著水準，表示整體比較數中沒有異質研究，因此不需再進一步針對各調節變項做進一步的檢視。
網頁主題式探究學習（WebQuest）確能提升學生的學習成效，因此教師可在教學中使用WebQuest融入教學。且根據後設分析研究結果，本研究分別針對課程規劃者、教學者、教育行政者給予建議。首先，對課程規劃者的建議：（1）在學科領域方面，可多將WebQuest融入自然生活科技當中，因其成效較佳；（2）多應用於提升國小階段的學習動機；（3）多應用於提升大學及成人階段的學業成就（4）將WebQuest應用於自編教材，其自編教材平均效果量顯著高於教科書；（5）可設計適切之教學實驗週數，最佳的實驗周數為五到八周。其次，對教學者的建議：（1）鼓勵教學者從事實驗研究與高層次思考研究（2）教學者要增進自我的專業成長；（3）鼓勵教師進行WebQuest教學。最後，對教育行政者的建議：（1）改善數位落差的影響。

關鍵字

WebQuest ； 探究學習 ； 學習成效 ； 後設分析 ； 效果值

並列摘要

The learning effect of WebQuest in our country is discussed and analyzed by method of meta-analysis. The learning effect is divided into three subjects: recognition, emotion, and high-level thinking. The recognition means the academic performance of the students. The emotion includes learning interests, learning attitudes, and learning motivation. The high-level thinking ability means problem solving, critical thinking, and knowledge creation. The related research was collected, wherein those incomplete, having no detailed data, or not meeting the research standard, was excluded. In total, the research comprises 23 theses in relation to the academic performance and 23 comparisons; 16 theses in relation to the emotion and 16 comparisons; and 10 theses in relation to the high-level thinking and 10 comparisons. The effect size and the moderator thereof are analyzed from different categories, and the results obtained are summarized as: (1) The effect size that WebQuest integrated into the academic performance is 0.5984, and the moderator is the experimental teachings; (2) The effect size that WebQuest integrated into the emotion is 0.3825, and the moderator is school area; (3) The effect size that WebQuest integrated into the high-level thinking is 0.3990, where the test of homogeneity does not reach a level of significance, which means there is no heterogeneity, and therefore it is not necessary to review each moderator further.
The WebQuest indeed improves students’ learning effect , hence the teachers can integrated WebQuest into their teachings. The suggestions according to this research are described as below. For curriculum designers:(1) In the area of academic subject, it is suggested to integrate WebQuest into the science and technology due to having better effect. (2) for the purpose of improving the learning attitude, it is suggested to integrated WebQuest into the teaching for elementary school students. (3) For the purpose of improving the academic performances, it is suggested to integrate WebQuest into the teaching for college students and adults.(4) To integrate WebQuest into the self-designed teachings, because the research shows that the effect size of self design teachings is obviously higher than that of text books. (5) To design an adequate period of teaching experiment, the best period is about 5 to 8 weeks. For teachers:(1) To encourage teachers to pay attention to the experimental research and high-level thinking research.(2) To enhance the teaching of self-professional development (3) To encourage teachers to teach with WebQuest. Finally, the recommendations of the administrators: (1) Reducing local digital divide.

並列關鍵字

WebQuest ； inquiry learning ； learning effect ； meta-analysis ； effect size

參考文獻

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