探究國一學生對生物課程的學習興趣、學習動機與學業成就間之關連

An Investigation of the Relationship between Interest, Motivation and Academic Achievement in Biology among 7th Graders

童鈺能

指導教授 ： 楊芳瑩

國立臺灣師範大學/理學院/科學教育研究所/碩士(2011年)

摘要

究旨在探討國一學生在生物科的學習興趣、學習動機與學習成就間的關連。應用修改自傅淑卿（2008）的背景資料問卷16題、Yang等人（2010）設計的學習動機問卷81題與研究者開發的生物科興趣問卷68題為工具，對297位臺灣北部縣市國一學生進行調查研究。所收集資料以敘述性統計、項目分析、因素分析、信度分析、皮爾森積差相關、單因子變異數分析與t考驗加以分析。結果發現，學生對生物科主題內容感興趣的高低依次是：化石紀錄與演化、環境保育、科技與社會、科學故事、食物與生態、人體構造與生理、 構造與分類階層、植物構造與生理（α＝.98）。在生物科過程技能興趣高低次序是：實驗操作與推理、記錄與傳達（α＝.96）。在動機分量上得分高低依次是：學習目標、付出、自覺媒介、本質、成就、實用/外在、未來期許、自覺能力、討他人歡心、表現目標、自覺難度與性別（α＝.98）。學生的學業成就與生物科主題內容、過程技能興趣的相關係數r分別為.21、.22；與學習動機的相關係數 r為.19，r值均達顯著差異。學生生物科主題內容興趣受家中藏書量、父母學歷、做功課時間與選擇實驗的傾向有不同的影響。生物科過程技能興趣受到家中藏書量、父母學歷、做功課時間、每週上網時間數與選擇實驗的傾向有不同的影響。學習動機受到性別、家庭收入、家中藏書量、.父母學歷、做功課時間、上網時間與實驗傾向有不同的影響。

關鍵字

生物科 ； 學習興趣 ； 學習動機 ； 學業成就

並列摘要

The purpose of this study is to investigate the relationship between interest, motivation and academic achievement in biology among 7th graders. Three questionnaires were used, the first with 16 items adapted from Fu Shu-Chin (2008) is background information questionnaire, the second with 81 questions designed by Yang et al (2010) is motivation questionnaire and the last with 68 questions is biology interesting questionnaire developed by author. Sample was 297 7th grade students from northern Taiwan. Descriptive statistics, item analysis, factor analysis, reliability analysis, Correlation, ANOVA and t-test analysis were run. The results showed that students interested order in the biology subject matter are: the fossil record and evolution, environmental conservation, science, technology and society, science stories, food and ecology, human body structure and physiology, structure and classification levels, plant structure and physiology (α =. 98). The order of interest in science process skills: experimental operation and reasoning, record and convey (α =. 96). High to low scores on the motivation components are: learning goal, pay, and consciously media, nature, achievement, practical / external, future expectations, perceived ability, pleasuring other, performance goal, and consciously difficult and gender (α =. 98). Academic achievement and biology subject matter, process skills, interest in the correlation r = .21, .22; and motivation to learn the correlation r =. 19, all r values are significant. Interesting in the biology subject matter was influenced differently by home books holding, parents education level, homework time, and experiments choice tendency. Interesting in science process skills was influenced differently by home books holding, parents education level, homework time, internet time and experiments choice tendency. Motivation was influenced by gender, household income, home books holding, parents education level, homework time, internet time and experiments choice tendency.

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