本研究欲探討自我效能與STEM樂高機器人課程對學習成效及學習態度之影響，採用準實驗研究方法，針對新竹市某國小六年級之52位學童，設計為期三週的樂高機器人課程。雙因子多變量變異數分析研究結果顯示自我效能與STEM樂高機器人對學習成效與學習態度沒有交互作用；有無STEM樂高機器人對學習成效與學習態度沒有達到統計上顯著影響；自我效能高低對學習成效沒有達到統計上顯著影響；然而自我效能高低對學習態度達到統計上顯著影響，高自我效能的學童在學習態度表現上明顯優於低自我效能的學童。;The purpose of this study was to explore the effects of students’ self-efficacy and STEM Lego robots teaching (Science, Technology, Engineering, and Mathematics) on students’ academic achievement and learning attitude. A quasi-experimental research method was used in this study. The participants were 52 sixth-grade elementary school students in Hsinchu. Moreover, a 3-week Lego robot curriculum was designed. The result of two-factor multivariate analysis of variance showed that no interaction between self-efficacy and STEM Lego robots teaching on academic achievement and learning attitude was found. Besides, the result showed that STEM Lego robots teaching did not have significant influence on academic achievement and learning attitude. Although students’ self-efficacy did not have significant influence on academic achievement, it was found that students’ self-efficacy have significant influence on students’ learning attitude. The students with higher self-efficacy had better learning attitude than students with lower self-efficacy.
