資訊科技融入教學對國中小學生學習成效影響之後設分析

傳送到

題名:
資訊科技融入教學對國中小學生學習成效影響之後設分析
著者: 王珀芬; Wang, Po-fen
歐陽誾; Yin OuYang; 教育經營與管理研究所博士班
主題: 學習成就; 資訊科技融入教學; 學習態度; 後設分析; information technology integrated into instructi; learning achievement; learning attitude; meta-analysis
描述: 本研究以我國90學年度至97學年度上學期(2001年至2008年12月)資訊科技融入教學領域所累積的學位論文為資料，進行後設分析。除分析八年來我國資訊科技融入教學相關學位論文之研究趨勢，並探討運用資訊科技融入教學，是否能真正提升教學效能、增進學習成效。為達研究目的，本研究利用在國家圖書館全國博碩士論文網所查詢的論文篩選出相關論文，進行後設分析。去除資料庫中重覆的論文後，本研究首先經由1167篇相關論文了解實施現況及該時期研究趨勢後，再依研究目的、研究主題、研究方法及研究對象篩選出進行後設分析的123篇論文，進一步分析其對國中小學生實施的成效，並找出其調節變項。研究結果顯示：一、90學年度至97學年度國內博碩士論文「資訊科技融入教學」研究中：研究目的以應用研究為主，非教學研究論文數量比下降；研究主題以學科教材教法為主；研究方法以實驗和調查二種研究法居多，而行動研究法正在成長中；應用範圍以數學學習領域最多，語文學習領域則漸漸成長中；研究對象則以學生居多。。二、實施資訊科技融入教學對國中小學生學習之整體成效，不論學習成就或學習態度皆為正向效果。三、不同變項在資訊科技融入教學相關研究中，對國中小學生學習成效有差異。(一)應用範圍及實驗時間等變項，對於資訊科技融入教學對國中小學生學習成就具調節作用；非主要學習領域學習成就優於主要學習領域、教學週數越長學生的學習成就也會越好。(二)學習階段、實驗人數、實驗時間等變項，對於資訊科技融入教學對國中小學生學習態度具調節作用；年級越低教學後學習態度越好、教學週數越長，學生的學習態度也會越好，但實驗人數越多學習態度不見得能更好。研究者針對研究結果並衡量教育現場的情況，對教育機構、教師與未來研究等三方面提出建議，以供教育機構辦理資訊科技融入教學訓練活動、擬定資訊科技融入教學相關之政策與計畫，教師設計與進行資訊科技融入教學，或資訊科技融入教學相關領域之整合分析研究者等，對此議題有興趣者研究之參考。
The purpose of this study was to conduct a meta-analysis for the theses and dissertations related to information technology integrated into instruction. Data were drawn from Electronic Theses and Dissertations System (ETDS) set up by the National Central Library in Taiwan from 2001 to 2008. The trend of the theses and dissertations in the past eight years were analyzed as well as to probe into the improvement of teaching and learning efficiency by the way of information technology integrated into instruction. 123 articles were selected from 1167 as relevant and were further analyzed the effects on elementary and junior high school students, so as to find out the moderate variable of information technology integrated into instruction.The results and findings are as follows.1. The research purposes mainly focused on the applied fields, while the amount decreased in the field of non-instruction. As for the research subjects, “subject matters and teaching methods” were in the majority for the former. For the research methods, experiments and surveys were most commonly used; however, the application of the action research method was increasing. Among the learning fields, “mathematics” domains account for a large part while language domains were increasing gradually. And for the research subjects, “students” account for the large part.2. For the elementary school and junior high school students, the “information technology integrated into instruction” has positive effects both on learning achievements and learning attitudes.3. Different variables in the “information technology integrated into instruction” affected the learning effects for junior high school students and elementary school students.a. Learning domain and experiment time were the moderate variables of the learning achievements of information technology integrated into instruction on elementary school and junior high school students. The learning achievements of non-main learning domain were better than main learning domain, and longer teaching time was better than shorter one.b. Educational stage, number of the participants, and experiment time were the moderate variables of the learning attitude of information technology integrated into instruction on elementary school and junior high school students. The learning attitude of lower graders was better than higher graders, and longer experiment was better than shorter one, too. However, the more number of the participants could not help the learning attitude.From the above results and findings, some suggestions were proposed for education institutions, teachers and researchers for further research.
博士
建立日期: 2010
格式: 121 bytes
text/html
語言: 中文
識別號: http://nutnr.lib.nutn.edu.tw/handle/987654321/2191
資源來源: NUTN IR

連結

連回原始介面

資訊科技融入教學對國中小學生學習成效影響之後設分析

王珀芬; Wang, Po-fen 歐陽誾; Yin OuYang; 教育經營與管理研究所博士班 2010

正在檢索遠程資料庫，請稍等