| dc.description.abstract | The purpose of this study was to explore the relationships among background experience,motivation, strategies, and achievement in robotics learning. The samples were the fifth and sixth graders in Taiwan. 1,135 questionnaires were distributed and the actual sample size for analyses was 322. The questionnaire comprised four subsets: students’ background experience,robotics learning motivation, robotics learning strategies, and robotics learning achievement.
The statistical techniques utilized in this study include MANOVA, Point-biserial correlation coefficient, Spearman rank order correlation coefficient, Pearson product-moment correlation, and the stepwise multiple regression. The major conclusions of this study were summarized below: 1. Boys have higher intrinsic goal motivation and higher achievement than girls. No gender differences were showed in learning strategies. 2. Learners with more learning time have higher motivation in self-efficacy, external interests, task value, and intrinsic objectives than those with less learning time. Learners with more learning time have higher strategies in
transfer of knowledge, self-regulated learning than those with less learning time. Learners with more learning time have higher academic achievement scores than those with less
learning time. 3. Learners with higher math scores have higher motivation (self-efficacy, external interests, task value, locus of control, intrinsic goals) than those with lower math scores. 4. Learners with higher science and technology scores have higher motivation(self-efficacy, external interests, task value, locus of control, and intrinsic goals) than those with lower science and technology scores. 5. Learners with higher science and technology scores or math scores have higher strategies (transfer of knowledge, self-regulated learning)
than those with lower science and technology scores or math scores. 6. The learners who had been awarded a prize in the competition of robotics have higher motivation (self-efficacy, task value, intrinsic goals) than the ones had not. 7. Background experience, learning motivation,
learning strategies are significantly low correlation with learning achievement. 8. The learning time, task value, and gender have effective prediction to robotics learning
achievements scores. | en_US |