| 摘要: | 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。 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. |
