博碩士論文 972201024 詳細資訊


姓名 許智宇(Zhi-yu Xu)  查詢紙本館藏   畢業系所 數學系
論文名稱 利用數位化學習歷程檔案輔助微積分教學:探討學生的態度、參與程度、系統的使用程度與微積分學習成效之關係
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摘要(中) 本研究以國立中央大學九十九學年度第一學期修習微積分聯合教學之學生為研究對象。研究之目的為探討學生對於微積分課程的學習行為:數學自信(Mathematics confidence)、情感參與(Affective engagement)、行為參與(Behavioural engagement)和對於科技的態度:對於EP系統的認知有用性(Perceived of usefulness EP System)、使用科技的信心(Confidence with technology)、利用科技學習數學之態度(Attitude towards use of technology for learning mathematics)和微積分學學習成效、學期成績班級排名以及學習歷程檔案(EP系統)之使用頻率之關聯性。
本研究採用調查法,以九十九學年度第一學期微積分聯合教學之學生為樣本,進行研究,並將蒐集之資料以及問卷利用SPSS,以因素分析、對應分析、集群分析、徑路分析等相關統計方法進行分析。
研究結果顯示微積分成績對於班級排名有很大的相關性,而在數學自我信心和行為參與對於微積分段考成績也有正向的影響,除此之外,數學信心也會對於班級排名有正向影響。另外在科技層面上,EP系統的使用率的確會對於微積分段考成績和班級排名上有正向的影響。而其他變項如使用科技的態度、使用科技的信心或是EP系統認知有用性三者間有很大的相關性,但是對於微積分段考成績並沒有顯著的相關性,三者間只有使用科技的信心會透過影響EP系統的使用率而間接影響其微積分段考成績與班級排名。
摘要(英) This study investigates the students of The United Classes of Calculus at National Central University for the first semester of 2010 Academic Year as research objects, and it explores the relation between their learning behaviors toward the class (e.g., Mathematics confidence, Affective engagement and Behavioural engagement), their attitudes toward the technology (e.g., Perceived of usefulness about EP System, Confidence with technology, Attitude towards use of technology for learning mathematics),and their Calculus learning outcome, terminal Percentile Rank and log-in frequency of EP system.
This study adopts the survey research method, and the collected data of the participative students and the questionnaires with the use of SPSS by factor analysis, correspondence analysis, cluster analysis, path analysis and so on are further analyzed.
The result of the research reveals that high achievement in Calculus is greatly associated with the high level of terminal Percentile Rank, and the mathematics confidence and behavioural engagement also have a positive impact on the Calculus achievement. Besides, the mathematics confidence has a positive influence on the terminal Percentile Rank as well. As for the science and technology, the log-in frequency of EP system is associated with high level of Calculus achievement and terminal Percentile Rank. Other variables, such as the use of technology attitude, confidence in using technology or perceived usefulness of EP system are highly relevant, but the result of them has no correlation with the Calculus achievement. Among the three, only the technology confidence indirectly affects the calculus achievement and class rank through the utilization rate of EP system.
關鍵字(中) ★ 使用科技的信心
★ 行為參與
★ 使用科技學習數學的態度
★ 情感參與
★ 數學信心
★ 科技接受模型
關鍵字(英) ★ Behavioural engagement
★ Affective engagement
★ Attitude towards use of technology for learning
★ Confidence with technology
★ Technology Acceptance Model
★ Mathematics confidence
論文目次 摘要………………………………………………………………………i
ABSTRACT ………………………………………………………………ii
致謝……………………………………………………………………iii
目錄 ……………………………………………………………………iv
圖目錄 …………………………………………………………………vi
表目錄…………………………………………………………………vii
一、 緒論………………………………………………………………1
1.1 研究背景與動機……………………………………………………1
1.2 研究目的……………………………………………………………3
1.3 研究限制……………………………………………………………3
1.4 名詞解釋……………………………………………………………4
1.5 預期貢獻……………………………………………………………4
1.6 論文結構與程序……………………………………………………5
二、 文獻探討…………………………………………………………6
2.1 數學信心……………………………………………………………6
2.2 情感參與、行為參與………………………………………………7
2.3 使用科技的態度與信心……………………………………………8
2.4系統認知有用性……………………………………………………8
2.5討論版使用率………………………………………………………9
三、 系統介紹、微積分聯合教學制度………………………………10
3.1 e-portfolio系統平台……………………………………………10
3.2 微積分聯合教學制度……………………………………………13
四、 研究方法與研究模型……………………………………………15
4.1 研究流程與架構…………………………………………………15
4.2 研究對象…………………………………………………………16
4.2.1 修課人數與問卷回收數………………………………………16
4.2.2 個變項之分類標準與人數百分比……………………………17
4.2.3 研究問卷………………………………………………………20
4.3 研究工具…………………………………………………………21
4.3.1 因素分析………………………………………………………21
4.3.2 信度分析………………………………………………………22
4.3.3 對應分析………………………………………………………23
4.3.4 群集分析………………………………………………………23
4.4 研究模型…………………………………………………………24
五、 資料分析…………………………………………………………25
5.1 因素分析…………………………………………………………25
5.2 對應分析…………………………………………………………30
5.3 群集分析…………………………………………………………36
5.4 徑路分析結果……………………………………………………38
六、 討論 ……………………………………………………………40
七、 研究結論與建議…………………………………………………45
7.1 結論………………………………………………………………45
7.2 建議………………………………………………………………46
八、 參考文獻…………………………………………………………48
附錄一 研究問卷 ……………………………………………………51
參考文獻 中文資料:
[1]吳明隆(2009)。SPSS操作與應用 問卷統計分析實務(第二版)。台北:五南。
[2]楊世瑩(2009)。即學即用!SPSS統計分析。台北:碁峯。
[3]林震岩(2010)。多變量分析 SPSS的操作與應用(再版)。台北:智勝。
[4]陳耀茂(編審)(2009)。內田治(著)。意見調查的對應分析 SPSS使用手冊。台北:鼎茂。
[5]鈕文英(2007)。教育研究方法與論文寫作。台北:雙葉。
[6]潘尚怡(2008)。大一微積分的平時表現與總結性評量之間的關係,國立中央大學,數學研究所,碩士論文。
[7]張逸婷(2002)。電腦學習網站輔助國小學生數學學習之學習成就、數學態度及電腦態度知相關研究,國立屏東師範學院,數理教育研究所,碩士論文。
英文資料:
[1]Cho Kin Cheng , Dwayne E. Paré , Lisa-Marie Collimore , Steve Joordens .(2011) Assessing the effectiveness of a voluntary online discussion forum on improving students course performance. Computers & Education , 56, 253–261.
[2]Richard D. Johnson, Steven Hornik, Eduardo Salas.(2008). An empirical examination of factors contributing to the creation of successful e-learning environments. International Journal of Human-Computer Studies ,66 ,356-369.
[3]Pierce, R., Stacey, K., & Barkatsas, A. (2007). A scale for monitoring students’attitudes to learning mathematics with technology. Computers and Education, 48(2), 285–300.
[4]Georgia Lazakidou , Symeon Retalis.(2010) . Using computer supported
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collaborative learning strategies for helping students acquire self-regulated problem-solving skills in mathematics, 54,3-13.
[5]Hichang Cho , Geri Gay , Barry Davidson , Anthony Ingraffea .(2007). Social networks, communication styles, and learning performance in a CSCL community, Computers & Education 49, 309–329.
[6]Angela Yan Yu , Stella Wen Tian , Douglas Vogel , Ron Chi-Wai Kwok .(2010). Can learning be virtually boosted? An investigation of online social networking impacts, Computers & Education 55 , 1494-1503.
[7]Shana, Z. (2009). Learning with Technology: Using Discussion Forums to Augment a Traditional-Style Class. Educational Technology & Society, 12 (3), 214–228.
[8]Yeh, Y.-C. (2010). Analyzing Online Behaviors, Roles, and Learning Communities via Online Discussions. Educational Technology & Society, 13 (1), 140–151.
[9]Barkatsas,A., Kasimatis,K.,& Gialamas,V.(2009).Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement ,gender and achievement. Computer & Education 52,562-570.
[10]Fred D. Davis.(1993).User acceptance of information technology: system characteristics, user perceptions and behavioral impacts.
Int. J. Man-Machine Studies 38, 475-487.
[11]Mun Y. Yi ., Yujong Hwang.(2003) Predicting the use of web-based information systems: self-efficacy, enioyment, learning goal orientation, and the technology acceptance model. Int. J. Human-Computer Studies 59, 431-449.
[12]Hind A. M. Hammouri.(2004).Attitudinal and motivational variables related to mathematics achievement in Jordan: findings from the Third International Mathematics and Science Study(TIMSS). Educational Research, Vol. 46, No. 3.241-257.
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[13]Elizabeth Meyer., Philip C.Abrami., C.Anne Wade .,Ofra Aslan ., Louise Deault.(2010).Improving literacy and metacongnition with electronic portfolios: Teaching and learning with ePRARL. Computer & Education 55,84-91.
[14]Tara Stevens., Arturo Olivarez, Jr., William Y.Lan., Mary K. Tallent-Runnels.(2004).Role of Mathematics Self-Efficacy and Motivation in Mathematics Performance Across Ethnicity. The Journal of Educational Research,97,208-221.
[15]Ming-Te Wang,. Rebecca Holcombe.(2010). Adolescents’ Perceptions of School Environment, Engagement, and Academic Achievement in Middle School. American Educational Research Journal,47,633-662.
指導教授 蕭嘉璋 審核日期 2011-8-16
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