使用即時回饋系統對國中學習障礙學生自我效能之成效

前言：國中不分類身心障礙分散式資源班學生以學習障礙學生為多數，其學習特質和社會情緒皆影響該生的自我效能。方法：本研究將以臺北市不分類身心障礙分散式國中資源班三名學習障礙學生為研究對象，探討即時回饋系統應用於資源班數學課，影響自我效能的情形及成效。研究方法為單一受試法A-B-A實驗設計。結果：使用即時回饋系統對於學習障礙學生的學業表現自我效能有立即效果改善，達顯著水準，未具維持效果；生涯發展自我效能多數有改善，達顯著，未具維持效果；人際關係自我效能多數有立即改善，多數未達顯著，未具維持效果；體能表現自我效能多數未具立即效果，未達顯著，多數具維持效果。結論：使用即時回饋系統能提升國中學習障礙學生之自我效能表現。

關鍵字

不分類身心障礙分散式資源班；即時回饋系統；自我效能

並列摘要

Introduction: In the resource room of middle school, the students with learning disabilities who have low self-efficacy, because of their poor learning experience and less of learning motivation. Method: In this research, three students with learning disabilities were chosen as the research objects. The interactive response system (IRS) was used in the mathematics class in the resource room to influence the self-efficacy situation and effectiveness. The research method took up single subject A-B-A experiment design. Results: Informal interviews were conducted to understand the factors that influence students' self-efficacy factors. The study found that the use of IRS could improve immediate effects self-efficacy of academic performance and without maintenance effects. Most of the self-efficacy of career development had improved and maintenance effects. Interpersonal self-efficacy had improved but not significant. Most of the self-efficacy of physical fitness performance had immediate effects but not significant. Conclusion: The immediate effects on self-efficacy of middle school students with learning disabilities had improved.