探討學生在不同學習背景、線上學習系統之線上學習行為與學業成績之間的關係

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/93500

Title:	探討學生在不同學習背景、線上學習系統之線上學習行為與學業成績之間的關係
Authors:	劉家齊;LIU, JIA-QI
Contributors:	數學系
Keywords:	線上行為
Date:	2023-01-16
Issue Date:	2024-09-19 17:09:22 (UTC+8)
Publisher:	國立中央大學
Abstract:	本文旨主要在探討學生在不同環境及背景下學習成績的改變，以及經由六次會考後中央大學微積分之學生的成績是否會因為「學生背景」不同以及「線上行為」的狀況有所影響。本研究也透過「課程掌握度」、「自主行動」、「學習者控制」、「工具使用」、「實境學習」、「課程內容設計」，來了解學生對於學習行為的認知。本研究根據相關文獻資料，並延續學長之測量學生線上學習問卷，挑選了中央大學110學年度微積分課程的理工學院與理學院共200人作為研究對象，並更深入探討這些學生的背景。並結合統計方式了解「地區分類」、「畢業高中」、「入學管道」、「線上學習行為」，對於學生之成績是否相關結論顯示: 在「學生背景」探討中發現經過期初成績及期末成績的對比後發現，儘管期初成績會因為「學生背景」的不同，而有明顯的差別，但經由六次會考後，我們發現各個不同背景之學生的狀況都較為平均，此代表在這一學期中，在初期成績較差的的學生，都能夠有顯著的進步，且初期成績較高的學生，並不會使成績更高，或是維持反而會退步。在「線上行為」的影響中可以看出在不同線上行為的統計下期初與期末狀況有明顯的差距，在長時間能夠維持持續使用線上行為的學生，在期末成績都有顯著的成長，且與線上行為較差之學生有明顯對比，因此線上行為對於學生成績是有顯著的影響。 ;The purpose of this article is to explore the changes in students′ academic performance in different environments and backgrounds, and whether the grades of students who have passed the six exams in calculus at National Central University will be affected by different students′ backgrounds and online behaviors. This research also uses "curriculum mastery", "autonomous action", "learners′ control", " tool use" , "authentic learning “, and “course design” to understand students′ cognition of learning behaviors In the students′ background discussion, we found that after comparing students′ initial grades and their final grades, although the initial grades are significantly different due to the students′ backgrounds, after six exams, the differences will not be so obvious and the status of the students is relatively average, which means that during the learning of the semester, students with poor initial grades can make significant progress, whereas students with higher initial grades will not surely get higher grades or maintain high grades, what′s worse,they might get poorer grades instead. In the impact of online behaviors, it can be seen that there is a clear gap between the beginning and the end of the period based on the statistics of different online behaviors. Students who can maintain online learning behaviors for a long time will have significant growth in their final grades , and compared with the students who have poor online learning behaviors, there is a clear contrast among them. Therefore, online behaviors has a great impact on students′ performance.
Appears in Collections:	[Graduate Institute of Mathematics] Electronic Thesis & Dissertation

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