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  • 學位論文

成長團體對高中生物理科自我效能與學習成就影響之研究

The effect of development group on self-efficacy and learning achievement in physics of high school students.

指導教授 : 楊文金
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摘要


本研究以自我效能、社會互動理論為研究的理論架構,嘗試以成長團體增進高中生之物理科自我效能與學習成就,並分析影響的原因。 為了達到上述目的,本研究修訂「物理科自我效能問卷」(α=0.95)對北市某高中三個班共120位學生施測,並收集學生的物理段考成績作為學習成就改變的依據。在受測學生中有24人參加物理成長團體為實驗組,未參加者為對照組,實驗組接受為期四週,每週一次,每次150分鐘,共600分鐘的物理成長團體活動。所得資料以獨立樣本T檢定進行統計考驗,並以成員所填寫的活動回饋問卷與小組討論時的錄音資料作為研究結果的補充與佐證資料。經整理、分析上述所得的資料,結果如下: 一、實驗組學生中自我效能進步者有10人,學習成就進步者有14人。 二、高中生物理科自我效能的次數分配接近常態分佈,平均值高於期望值,但差異未達顯著。96名對照組學生,經過五個月後,物理科自我效能明顯退步了。 三、成長團體對實驗組學生的物理科自我效能變化有益,但未達顯著。依前測自我效能與性別分組比較,成長團體對高效能學生的自我效能變化有明顯助益,依性別分組則無明顯差異。 四、成長團體對實驗組學生的學習成就有助益,但未達顯著。依前測自我效能與性別分組比較,成長團體對高效能組與男生組的學習成就都有明顯的助益,但對低效能女生組卻有明顯的負面影響。 五、高效能男生在成長團體的小組討論時使用了較多的『論證運思』語序來教導同學,教導時經歷了知識重整的過程,因此在自我效能與學習成就都有顯著進步。 最後,本研究根據研究結果提出相關的結論與建議。

並列摘要


Based on social interaction theory and self-efficacy theory, this study tried to improve the self-efficacy and learning achievement of high school students in physics by forming ”physics development group”, and try to understand the reasons of the effect. For the purposes of the above, this research refined the Questionnaire of the Self-Efficacy in Physics. Three classes, 120 students participated in this study, and all their physics learning achievement data was collected. Among them twenty-four students participated voluntary in two development group as the experimental group, and the others as the contrast group. The former took group activities for four weeks: once a week, and each 150 minutes, in total 600 minutes. All the data collected was analyzed by independent sample t-test. The feedback questionnaire and the group discussion transcribed data were also provided as the evidence. The main findings were as follows: 1.In the experimental group 10 students promoted their self-efficacy in physics, while 14 students promoted their learning achievement in physics. 2.The self-efficacy of high school students in physics was approximately normal distributed. The average was higher than the expectation value. After 5 months, the self-efficacy in physics of 96 students in contrast group significantly regressed. 3.The development group promoted the self-efficacy of the students in experimental group, however not significantly. The development group promoted the self-efficacy significantly in high self-efficacy group. 4.The development group promoted the learning achievement of the students in experimental group, but not significantly. The development group promoted boys` learning achievement significantly meanwhile significantly negative influenced on the low self-efficacy girls’. 5.The high self-efficacy students used more “argumentation operation” to teach their peers in the group discussion. Since the teaching processes involved information rebuilding, thus their self-efficacy and learning achievement both progressed. Finally, based on the findings of this study, further discussions and suggestions were made.

參考文獻


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李梅鳳(2016)。國中生希望感、自我效能與生活適應之關聯性研究:以桃園市為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu201600043
楊麗芬(2009)。問題解決取向諮商架構在成長團體之應用研究-以張老師儲備訓練為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200900956
陳麗君(2009)。高中生幸福感與自我效能關係之研究---以桃園縣公立高中為例〔碩士論文,中原大學〕。華藝線上圖書館。https://doi.org/10.6840%2fcycu200900694
張淑珺(2005)。公民養成方案影響國中學生自我效能之實驗研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2004200715481272
邱圓惠(2007)。自我探索課程對國中生自我效能及生活適應影響之研究〔碩士論文,國立臺灣師範大學〕。華藝線上圖書館。https://www.airitilibrary.com/Article/Detail?DocID=U0021-2910200810542490

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