教學平台輔以合作學習教學法對程式語言學習成效之影響-以離島某高中為例

楊素菀

doi:10.6846/TKU.2015.00189

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教學平台輔以合作學習教學法對程式語言學習成效之影響-以離島某高中為例

A Study of the Effects of Using Online Learning Platform with Cooperative Learning Strategy on Computer Programming Language Learning for Offshore Island Senior High School Students

楊素菀 , Masters　　Advisor：鄭宜佳　　

繁體中文 DOI： 10.6846/TKU.2015.00189

教學平台；合作學習；學習成效；學習動機； Online Learning Platform ； Cooperative Learning Strategy ； Learning Achievement ； Learning Motivation

Abstract │ Reference (128) │ Times Cited (1) │ Altmetrics

Abstract 〈TOP〉

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The purpose of the research was to discuss the differences of learning   achievement and motivation in senior high school computer programming language   course between the learners learning through traditional method and those learning through online learning platform with cooperative learning strategy. The research adopted the pretest-posttest nonequivalent-group design, randomly selecting four 2nd grade classes in an offshore island senior high school. Two classes were randomly assigned to the experimental group and other two were assigned to the control group. There were 126 students in total. The experimental group received “online learning platform with cooperative learning strategy” while the control group received “Traditional Method Instruction”. The computer programming language learning achievement pre-test and the computer programming language learning motivation questionnaire were administered before the experiment. After the completion of the experiment, the computer programming language learning achievement post-test and the computer programming language learning motivation questionnaire were conducted. The statistical data were analyzed by descriptive statistics, t-test, and one-way ANCOVA. 
The findings of this study were as follows.
1. With regard to computer programming language learning achievement: 
1-1 There was no significant difference in “Primitive Data Type” between the experimental group and the control group.
1-2 There was no significant difference in “Operator, Expression and Statemants” between the experimental group and the control group.
1-3 The experimental group performed better than the control group in “Flow Chart and Decision-making Statements”, and there was significant difference. 
1-4 The experimental group performed better than the control group in “Loop”, and there was significant difference. 
1-5 The experimental group performed better than the control group in “total achievement toward computer programming language subject”, and there was significant difference.
2. With regard to computer programming language learning motivation:
2-1 The experimental group performed better than the control group in “self efficacy”, and there was significant difference.
2-2 The experimental group performed better than the control group in “active learning strategy”, and there was significant difference.
2-3 The experimental group performed better than the control group in “programming learning value”, and there was significant difference.
2-4 The experimental group performed better than the control group in “performance goal”, and there was significant difference.
2-5 The experimental group performed better than the control group in “achievement goal”, and there was significant difference.
2-6 The experimental group performed better than the control group in “learning environment stimulation”, and there was significant difference.
2-7 The experimental group performed better than the control group in “total motivation toward computer programming language subject”, and there was significant difference.
Based on the findings, suggestions for the application of both learning methods for educational institutions and further studies were included.

Reference ( 128 ) 〈TOP〉

王子玲(2003)。運用合作學習於程式設計專題教學之行動研究(未出版之碩士論文)。臺灣師範大學資訊教育學系，臺北市。
連結：
王鼎中，丘聖光，林淑玲，梅文慧，林美娟(2009)。創新程式設計課程與教學模式之研發--臺北市建國高級中學高瞻計畫之子計畫五，科學教育月刊，321，頁2-11。
連結：
王鏡淑(2012)。STAD合作學習法對高中生數學學習態度影響之行動研究(未出版之碩士論文)。臺北科技大學，臺北市。
連結：
朱彩馨(Tsai-Hsin Chu)與彭虹綾(Hung-Lin Peng)(2009)。提昇科技中介學習成效－從個人內在認知因素探討合作學習的學習成效。資訊管理學報，16(1)， 135-162。
連結：
何昱穎、張智凱、劉寶鈞(2010)。程式設計課程之學習焦慮降低與學習動機維持–以Scratch為補救教學工具。數位學習科技期刊，第二卷第一期，11-32。
連結：

Times Cited (1) 〈TOP〉

蕭杏純(2017)。合作學習法於程式積木學習成效及學習態度之研究--以高市某國小為例。樹德科技大學資訊管理系碩士班學位論文。2017。1-79。

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