本研究旨在探討運用LINE輔助高職學生在數學學習成效與數學學習態度的影響。本研究採用準實驗研究法,以屏東縣某國立高級海事職業學校一年級72名學生為研究對象,分為實驗組31人與控制組41人,實施前、後測的實驗教學。 實驗組實施運用LINE輔助數學學習方式,而控制組實施傳統式數學學習方式。在教學實驗裡,以不同的學習模式為自變項,探討運用LINE輔助數學學習對學生的數學學習態度及數學學習成效所產生的影響。 在教學實驗前先對兩組學生施以數學學習成效的前測,實驗結束後,再施以數學學習成效的後測。實驗組學生在實驗教學結束後,再進行使用LINE輔助數學學習態度量表的測量。就兩組進行描述性統計、成對樣本t檢定、單一樣本t檢定、單因子共變數分析。 本研究結果如下:在數學學習成效上,排除前測的影響,進行兩組共變數分析後,比較兩組差異,運用LINE輔助數學學習與傳統式數學學習在學習成效測驗的後測成績上,實驗組顯著高於控制組。而在運用LINE輔助數學學習後,實驗組學生在數學學習態度的數學學習信念、數學學習過程、數學學習方法與整體總分上,實驗組學生的數學學習態度具有正向的表現。 根據研究結果,本研究並提出對運用LINE輔助數學學習在實施與後續研究上的建議,希冀能對提高數學學習態度與成效有所助益。 關鍵詞:LINE、數學學習態度、數學學習成效
This study aimed to explore the effects of applying LINE on vocational high school students’ mathematics learning achievements and learning attitudes. A quasi-experimental method was used in this study. The participants were 72 first graders in one national maritime vocational high school in Pingtung County. There were 31 students in the experimental group and 41 students in the control group receiving pretest-posttest experimental instruction. A pretest of mathematics learning achievements was implemented on the students in two groups before the experimental instruction. After the experiment, the students in the experimental group were also assessed by a scale of mathematics learning attitudes with LINE assistance. The analyses were conducted by descriptive statistics, paired-samples t-test, one-sample t-test and ANCOVA. The results were as follows: Eliminate the influence of pre-test, ANCOVA was conducted to compare the differences between two groups on mathematics learning achievements. The experimental group with LINE assisting mathematics learning scored significantly higher in the post-test of learning achievements than the control group with traditional mathematics learning. The participants in the experimental group possessed positive performances on mathematics learning attitudes in mathematical learning beliefs, learning processes, learning methods, and overall scores. According to research results, this study also provided suggestions for further studies concerning implementation with LINE assisting mathematics learning and wished to have benefits to enhance mathematics learning attitudes and effects. Key words: LINE, Mathematics Learning Attitude, Mathematic Learning Achievement