國中英語補習班教師之教學風格、學生學習態度與學習成效關聯性之研究

本研究旨於研究國中英語補習班教師不同教學風格、學生學習態度與學習成效之關聯性。本研究採取問卷調查法。因研究者任職服務單位之地緣便利性，將研究區域鎖定為大安區、蘆洲區、新莊區，共計三間國中英語補習班；研究對象為上述補習班中國中一至三年級全體學生。本研究根據研究者所蒐集之相關文獻為基礎，務求研究目的之達成，援引楊汶斌（2010）針對國民中學九年級的學生為研究母群體，所發展之「教師教學風格量表」及「學生學習動機量表」為參考基礎；設計成適合本研究對象之問卷表單，發放給學生作為自評問卷。研究工具為「教師教學風格、學生學習態度及學習成效量表」，共計發放319份問卷，汰除因請假缺席、填答缺漏等狀況之問卷後，得有效問卷310份，有效回收率達97.1%。依研究目的以描述性統計、單因子變異數分析、皮爾森積差相關及多元逐步迴歸等統計方式進行分析。重要結果歸納如下：一、教師教學風格得分依序為「學生中心型」、「教師中心型」、「折衷型」，在假設驗證的結論中，驗證了教師不同的教學風格對學生學習方法、學習過程、學習動機有顯著差異；對生學習習慣、學生學習環境的感知無顯著差異。二、學生學習態度得分依序為「學習習慣」、「學習過程」、「學習環境」、「學習方法」、「學習動機」，分析結果可說明當學生學習態度越高，總體的學生學習成效與各構面也越高。三、學生學習成效得分依序為「教學設計滿意度」、「學習興趣」、「認知技能發展」、「認知學習」，在假設驗證的結論中，驗證了教師不同的教學風格對學生學習成效之各個面向皆成立。

關鍵字

國中補習班；國中英語教學；教學風格；學習態度；學習成效

並列摘要

The purpose of this study is to study the relationships among teaching styles, students’ learning attitudes and learning effectiveness of English teachers in cram school. In this study, the questionnaire survey is adopted, and the type of questionnaire is census. Due to the geographical convenience of the researcher's service unit, the research areas are Daan District in Taipei City, Luzhou and Xingzhuang District in New Taipei City. The study was conducted on all students in grades one to three in the above-mentioned English cram schools. Based on the relevant literature collected by the researcher, the researcher will cite Yang Wenbin (2010) as the research mother group for the ninth grade students of the National High School, the development of the "teaching style scale", "English learning motivation scale" as a reference basis, designed as a suitable questionnaire form for the subject of this study as a research tool issued to students as a self-assessment questionnaire. The research tools are "Teacher Teaching Style, Student Learning Attitude and Learning Effectiveness Scale", a total of 319 questionnaires were distributed, and 310 valid questionnaires were obtained, and the effective recovery rate reached 97.1%. According to the research objectives, it was analyzed by descriptive statistics, one-way variation analysis, Pearson product difference correlation and multivariate stepwise regression. The important results are summarized as follows: First, the teacher's teaching style scores are "student-centered", "teacher-centered" and "eclectic" in order, and in the conclusion of hypothesis verification, it is verified that different teaching styles of teachers have significant differences in students' learning methods, learning processes and learning motivations, and there are no significant differences in students' learning habits and students' learning environment. The score of student learning attitude is in order of learning habits, learning process, learning environment, learning methods, and learning motivation, and the analysis results can show that when students have higher learning attitudes, the overall student learning effectiveness and various aspects are also higher. The students' learning effectiveness scores are in order of "satisfaction with instructional design", "learning interest", "cognitive skill development", and "cognitive learning", and in the hypothesis verification conclusions, it is verified that the different teaching styles of teachers are valid for all aspects of student learning effectiveness.