論文摘要 學習策略與教育訓練的成效有著緊密的關係，此外由於每個學習者都有不同的個人特質，教師也必須重視學生的學習傾向，依照不同的特質來調整教學的策略，並於教學活動進行到一個段落後，以評量的方式瞭解學生的學習績效，由學生對教學內容的評估獲得資訊，藉以調整日後的教學方針與授課內容，以求達到更好的教學果效。因此，本研究試著由學習教材與認知風格方法的角度出發，以Excel XP 2002為教學軟體，透過實地實驗法來探討此二個因素對學習績效與教材評量之影響。 本研究採2x4二因子實驗設計，自變項為：「學習教材」分為兩種類型：「文章閱讀式」、「圖文整合式」；以及「認知風格」分為四種類型：「文字與視覺導向皆強」、「文字導向強、視覺導向弱」、「文字導向弱、視覺導向強」與「文字與視覺導向皆弱」。依變項為「學習績效」與「教材評量」。以高中二年級兩班共85名學生為研究對象，依據Childers, Houston, & Heckler(1985)發展的SOP量表將受測者分成四種類型，並隨機分配班級到兩個不同學習教材以進行實驗，隨後並評估受測者學習績效(基本操作能力、函數應用能力與上機實作能力)，最後以Keller(1983)發展的的教材評量量表(IMMS)衡量受測者對學習教材的評估，經統計分析後，由研究結果發現： 1. 不同學習教材對學習績效有部分影響，但對於教材評量沒有影響。 2. 認知風格對學習績效的影響未達顯著水準，對教材評估則達顯著水準的影響。 3. 不同學習教材與認知風格的交互作用對學習績效與教材評量皆無影響。 4. 學習績效的三類測驗之間呈現正相關變動。 根據以上結果，本研究最後提出設計學習教材應該注意的事項，並對實務應用提出建議與未來的研究方向建議，期望能夠提供學術界和實務界參考之用。 Abstract There is a tight relationship between learning strategy and learning performance. Teachers can adjust their teaching strategies based on each student’s characteristics. They can get feedback from assessment to improve student’s learning performance. This research examines the plausible effect of learning material and cognitive style on student’s learning performance and material assessment. This research use 2x4 two factor experiment design, the independent variables are “learning material”, which is divided into: text with reading strategy; graphic/text integration; and “learners’ cognitive style”, which is divided into: high verbalization and high visualization; high verbalization and low visualization; low verbalization and high visualization; and low verbal verbalization and low visualization. Participants were 85 senior high school students who were classified to four cognitive types based on their SOP scores. Then subjects were assigned to different learning materials by class and their own cognitive type. After the experiment, subjects received three learning performance test, which is divided into: basic ability test; function ability test; and hands-on test. At the end of the experiment an IMMS questionnaire was delivered to each student for material assessment. The main findings of this research are: 1.The effect of different learning materials on learning performance was partially significantly different. But it weren’t significantly different on the material assessment. 2.The effects of cognitive style on subjects’ performances weren’t significantly different. But the scores of material assessment between four groups were significantly different. 3.The interaction effects of learning material and cognitive style didn’t have significantly effect on subjects’learning performance and material assessment. 4.There is a significantly positive relationship between subjects’three tests. According to the results above, some implications for future research and practical implication were provided at the end of this paper.
