行動學習對高中學生地理科成效之研究

本研究旨在探討「行動學習教學」對於高中生在地理學科領域的學習成效影響。本研究使用HTC FLYER為行動載具與翰林版數位教材、「Learn Mode數位教學平台」系統進行教學，以高雄市某高中二年級共四班114名學生，實驗組61人採取行動學習教學模式，對照組53人採取傳統講述教學模式，進行一學期的教學研究。本研究中實驗組採用準實驗研究法與問卷調查法探究行動學習教學模式下的學生的地理學習感受度的相關性及預測性研究。經由SPSS統計軟體進行分析，主要研究結論顯示：地理學習成效方面：一、實驗組的地理學習成績學生比對照組為高。二、實驗組經實驗教學後，學習成效顯著提升。三、實驗組的高分群學生，經實驗教學後，學習成效方面顯著進步。四、實驗組的中分群學生，經實驗教學後，學習成效有顯著進步。學生地理學習感受度相關分析方面：教具特性、學生特質、同儕互動、師生互動對於知覺有用性呈現顯著正相關；教具特性、學生特質、同儕互動、師生互動對於知覺易用性呈現顯著正相關；知覺有用性與知覺易用性對於學習滿意度均呈現顯著正相關；學習滿意度對於學習表示顯著正相關。學生對於地理學習感受度預測分析方面：外部變項對於系統的知覺有用性是具有預測力；外部變項對於系統的知覺易用性具有預測力；知覺有用性與知覺易用性兩者對於學習滿意度均具有預測力；學習滿意度對於學習成效具有預測力。

關鍵字

科技接受模式；行動學習；學習成效

並列摘要

This study aims to explore the effects of mobile learning on high school students' Geography course grade. In this study, mobile device “HTC Flyer” and digital teaching resource “Learn Mode” developed by Hanlin publisher are applied in the curriculum.This study was conducted on 114 eleventh graders divided into the experimental group (61) and the controlled group (53). The “mobile learning” teaching was applied to the experimental group, while traditional lecturing was given to the controlled group. The data for the effectiveness analysis was done in SPSS based on the Geography monthly examinations. The results of the subjects’ monthly test grades were analyzed; the quantitative analysis of questionnaires was later conducted as a complement to the conclusions of this study. The major results of this study can be listed as follows: About the Geography Grades: The experimental group is superior to the controlled group in Geography grades; the grades of the experiment group are obviously enhanced; the grades of the high achievers of the experimental group are obviously improved after the experimental teaching; the grades of the middle achievers of the experimental group are obviously improved after the experimental teaching. As for the Geography learning perceptions analysis:Teaching-Aids, Students’ Characteristics , S-S interactions, and T-S Interactions have positive correlations with perceived ease of use;Teaching-Aids,Students’ Characteristics ,S-S interactions, and T-S Interactions have positive correlations with perceived usefulness; both perceived ease of use and perceived usefulness have positive correlations with learning satisfaction; finally, learning satisfaction has a positive correlation with learning achievement. With reference to the predictive analysis of learning perceptions: External variables in the system can predict the perceived ease of use; external variables in the system can predict the perceived usefulness; both perceived ease of use and perceived usefulness can predict learning satisfaction; and learning satisfaction can predict learning achievement.