青少年檳榔預防教育電腦輔助教學網站之建置與介入研究

The construction and intervention of Computer Assisted Instruction website for betel nut prevention of adolescent.

吳紋如(Wen-Ju Wu)

指導教授 ： 劉貴雲

國立臺灣師範大學/教育學院/衛生教育學系/碩士(2004年)

摘要

國立台灣師範大學衛生教育學系碩士班碩士論文
青少年檳榔預防教育電腦輔助教學網站之建置與介入研究

摘 要

本研究主要目的為發展一套適用於課室教學的青少年檳榔預防教育電腦輔助教學網站，並進一步探討其介入效果及學生對該課程的評價。
研究採準實驗設計，以台北縣某國中二年級學生為研究對象。實驗組接受三週有資訊融入「青少年檳榔預防教育電腦輔助教學網站」的菸酒檳榔教學，而對照組則接受一般的菸酒檳榔傳統教學。研究工具分為四種，包括1.前後測問卷2.媒體測試問卷3.菸酒檳榔教學活動設計與教材4.青少年檳榔預防教育電腦輔助教學網站。經前後測資料比對後，扣除無效問卷，最後有效人數為123人（實驗組58人，對照組65人）。研究對象介入前一週均接受前測施測，後測則於介入活動後一週進行施測，而後後測於介入活動後二個月進行。所得資料以卡方檢定、共變數分析等進行分析，所得重要結果如下：
一、在立即效果上，對照組「檳榔認知」、「態度」、「自我效能」及「行為意向」是優於實驗組。
二、在延宕效果上，實驗組「檳榔認知」、「態度」、「自我效能」及「行為意向」皆優於對照組，並且教學後實驗組「檳榔認知」與「自我效能」仍持續不斷地提升。
三、電腦輔助教學能提高學生「學習專心程度」、「學習興趣」、「學習效果」、對教學內容「理解程度」、「學習動機與注意力」、「學習成就」、積極「學習態度」及「上課保持愉悅的心情」。
四、實驗組對青少年檳榔預防教育電腦輔助教學網站之整體評價至少有五成以上持正向評價。
根據本研究結果，建議未來在發展青少年檳榔預防教育電腦輔助教學課程時，可根據社會學習理論、自我效能、社會支持理論、練習式電腦輔助教學、教導式電腦輔助教學、模擬式電腦輔助教學、遊戲式電腦輔助教學來進行訊息轉換與發展，將有助於使抽象化知識轉化為具體經驗或示範行為，引發高度學習動機，對學生檳榔預防教育必有果效。

關鍵字：檳榔預防教育，電腦輔助教學，青少年，學生

關鍵字

檳榔預防教育 ； 電腦輔助教學 ； 教育 ； 青少年 ； 學生

並列摘要

The construction and intervention of Computer Assisted Instruction website for betel nut prevention of adolescent.

A Master Thesis By Wen-Ju Wu

ABSTRACT

The purposes of this study were to develop a suitable computer-aided educational website for adolescence betel nut prevention in the curriculum, to discuss the effectiveness of the educational intervention, and to evaluate students’ acceptance of the program. The Quasi-experimental method was applied to explore the effect of the three-week campaign on junior high school students.
Students from a certain junior high school in the Taipei County were selected as the subjects. Our study approaches included pre/post/follow-up questionnaires to evaluate the efficiency of this program, and also the questionnaires for the media in our website. There were 123 students finishing all of the pre-test, post-test and follow-up test questionnaires (58 students from the experimental group and 65 students from the control group). The pre-test was held in one week before intervention, the post-test was held within one week after the intervention, and the follow-up test was held in two months after the intervention. We statistically analyzed our data by the Chi-square test and the two-way ANCOVA. The major results were as follows:
1. The immediate effects of knowledge, attitude, self-efficacy and behavior intention about betel nut prevention in the control group were better than the immediate effects in the experimental group.
2. The follow-up effects of knowledge, attitude, self-efficacy and behavior intention about betel nut prevention in the experimental group were better than follow-up effects in the control group.
3. Computer Assisted Instruction (CAI) could increase learning attention, learning interest, learning outcome, comprehension, learning motivation, learning achievements, and keep cheerful during classes.
4. More than 50% of the experimental group felt satisfactory about the format, educational contents and effects of the educational computer assist instruction website for adolescence betel nut prevention.
According to the results of this study, some recommendations for the future betel nut prevention program were built up: The using of the Social Learning Theory, Self-efficacy, Social Support, drills and practices C.A.I., tutorial C.A.I., simulations C.A.I. and gaming C.A.I. in planning betel nut prevention educational C.A.I. will transform an abstract knowledge into a concrete experience, trigger the learning motivations of students, and their effectiveness was proved.

Key Words: betel nut prevention, Computer Assisted Instruction, education, adolescent, students

並列關鍵字

betel nut prevention ； Computer Assisted Instruction ； education ； adolescent ； students

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