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|Title: ||檢視高中學生科技學習態度、知識信念與學業成就之關係;Exploring the Relationships among the Learning Attitudes toward Technology, Epistemological Beliefs and Academic Achievement of Senior High School Students in Taiwan|
|Keywords: ||科技學習態度;知識信念;學業成就;learning attitudes toward technology;epistemological beliefs;academic achievement|
|Issue Date: ||2013-08-22 12:14:19 (UTC+8)|
The purpose of this study is to explore the relationships among the learning attitudes toward technology, epistemological beliefs, and academic achievements of senior high school students in Taiwan. The subjects are 550 first-grade students randomly selected from three senior high schools in northern Taiwan. The number of valid samples is 496. The instruments used in this study are the “students’ learning attitudes toward technology questionnaire” and the “epistemological beliefs questionnaire.” It was also examined separately whether there was a difference in the learning attitudes toward technology and epistemological beliefs of students from different backgrounds using the descriptive statistics techniques of MANOVA, Pearson’s correlation and Structural equation modeling (SEM). The relationship between learning attitudes toward technology and epistemological beliefs was then explored. Finally, it was examined whether the learning attitudes toward technology and epistemological beliefs can be used to estimate academic achievement, and whether the hypothetical model established in this study for clarifying the relationships among learning attitudes toward technology, epistemological beliefs, and academic achievements is suitable.
The results indicate that the senior high school students in this study tended to have positive attitudes towards learning technology, and exhibited reproductive-oriented epistemological beliefs. As for the factor of students’ background, male students who tended to select a science major and whose parents’ jobs were technology-related had better performance on learning attitudes toward technology. On the other hand, with regard to epistemological beliefs, female students who selected humanities major tended to exhibit constructivist-oriented epistemological beliefs. Moreover, it can also be identified from this study that the relationship between learning attitudes toward technology and constructivist-oriented epistemological beliefs is positively significant, and that there is a significantly negative relationship between reproductive epistemological beliefs and academic achievement based on the SEM analysis results. According to the results, this study provides suggestions for educators and for further research.
|Appears in Collections:||[學習與教學研究所 ] 博碩士論文|
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