國中英語教師使用電子書輔助教學對學生學習動機及學習成就之影響研究

The Study Of Influence On Junior High School English Teachers Use E-Book Auxiliary Teaching With Respect To Students Learning Motivations And Learning Achievement

陳怡芳(Yi-Fang Chen)

指導教授 ： 樊愛群

中原大學/人文與教育學院/教育研究所/碩士(2013年)

https://doi.org/10.6840/CYCU.2013.00441

摘要

本研究旨在瞭解國中英語教師使用電子書輔助教學對學生學習動機及學習成就影響之現況，並分析不同背景的國中生知覺教師使用電子書輔助教學英語學習動機及學習成就的差異情形，最後探討在國中教師使用電子書輔助教學之下，學生學習動機與學習成就的相關情形。
本研究採問卷調查法，以分層比例隨機抽樣，抽取新竹縣16所國民中學，共發出720份問卷，回收有效問卷692份，可用率為96.1%。問卷資料以t考驗、單因子變異數分析及Pearson 積差相關等統計方式，進行分析與處理。本研究獲得之結論如下:
一、 新竹縣國中英語教師使用教學電子書輔助對學生之學習動機各層
面運作屬中上程度，其中以「期望層面」表現最佳。
二、 新竹縣國中英語教師使用教學電子書輔助對學生之學習成就各層
面運作屬中上程度，其中以「技能層面」表現最佳。
三、 不同背景變項學生在接受英語教學電子書輔助之學習動機有顯著
差異。
四、 不同背景變項學生在接受英語教學電子書輔助之學習成就有顯著
差異。
五、 學生之學習動機與學習成就二者呈為中度正相關。

關鍵字

學習成就 ； 學習動機 ； 電子書

並列摘要

The purpose of the study was to understand the current situation of junior high school English teachers using E-book auxiliary teaching with respect to students learning motivation and learning achievement , meanwhile , it also aimed at analyzing the differences of students perception on English teachers use E-book auxiliary teaching with respect to students learning motivation and learning achievement from various of students backgrounds. Finally, the relationship between learning motivation and learning achievement was explored.
The research method is mainly a questionnaire survey. Stratified Random Sampling method was adapted to sample 720 students from 16 junior high schools in Hsinchu County and 692 valid samples were produced. The availability was 96.1%. Moreover, the survey data was analyzed with t test, single factor ANOVA, and Pearson product-moment correlation. The conclusions were as the following:
1. The current situation of English teachers use E-book auxiliary teaching with respect to students learning motivation in Hsinchu County was above average, especially in expectation level.
2. The current situation of English teachers use E-book auxiliary teaching with respect to students learning achievement in Hsinchu County was above average, especially in skill level.
3. There were significant differences between different background
III
students in accepting English teachers to use E-book with respect to learning motivation.
4. There were significant differences between different background students in accepting English teachers to use E-book with respect to learning achievement.
5. There was a significantly medium positive correlation between students’ learning motivation and learning achievement.

並列關鍵字

E-book ； Learning Motivation ； Learning Achievement

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