淡江大學機構典藏:Item 987654321/111639
English  |  正體中文  |  简体中文  |  全文筆數/總筆數 : 62819/95882 (66%)
造訪人次 : 3998853      線上人數 : 399
RC Version 7.0 © Powered By DSPACE, MIT. Enhanced by NTU Library & TKU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋


    請使用永久網址來引用或連結此文件: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/111639


    題名: 問題解決能力、自我效能、合作學習滿意度與學習成效關聯性之研究 : 以淡江大學教育科技學系專題導向課程為例
    其他題名: An investigation of the correlations among problem solving abilities, self-efficacy, satisfaction of collaborative learning, and academic achievement : taking a project-based learning program in the Department of Educational Technology at Tamkang University as an example
    作者: 藍雅芸;Lan, Ya-Yun
    貢獻者: 淡江大學教育科技學系碩士班
    鄭宜佳;Cheng, Yi-Chia
    關鍵詞: 問題解決能力;自我效能;合作學習滿意度;學習成效;專題導向課程;problem solving abilities;Self- Efficacy;Satisfaction of Collaborative Learning;Academic Achievement;Project-Based Learning Program
    日期: 2016
    上傳時間: 2017-08-24 23:58:29 (UTC+8)
    摘要: 本研究旨在探討專題導向課程對於學習者問題解決能力以及自我效能的影響，並進一步探究問題解決能力、自我效能、合作學習滿意度與學習成效間的關係。研究方式為實驗設計，研究對象為103學年度下學期至104學年度上學期修習淡江大學教育科技學系畢業專題課程之學習者，課程共分為三班，分組方式為2至4人為一組之自由分組，由兩位老師帶領授課，三班除教學者與學習者不同，進度與評量方式皆相同。資料蒐集包括問題解決能力之前後測問卷、自我效能前後測問卷、合作學習滿意度後測問卷與學期成績，總計回收64份有效問卷。研究結果顯示：
    1. 經過專題導向課程，學習者的問題解決能力無顯著提升。
    2. 經過專題導向課程，學習者的自我效能無顯著提升。
    3. 在專題導向課程背景下，學習者的問題解決能力對學習成效無顯著預測力。
    4. 在專題導向課程背景下，學習者的自我效能對學習成效無顯著預測力。
    5. 在專題導向課程背景下，學習者的合作學習滿意度對學習成效有顯著正向預測力。
    (1) 學習者對其他小組成員的主觀知覺對學習成效無顯著預測力。
    (2) 學習者對合作歷程的主觀知覺對學習成效無顯著預測力。
    (3) 學習者對合作結果的主觀知覺對學習成效無顯著預測力。
    研究者根據研究結果提出討論與建議，以供未來相關單位實施專題導向課程或進行相關研究之參考。
    The aim of this research was to investigate the influence of project-based learning on students’ problem solving abilities and self-efficacy. Additionally, correlations among problem solving abilities, self-efficacy, satisfaction of collaborative learning, and academic achievement were also examined. This research was conducted during spring and fall 2015 in “Key Issues in Career Planning”, a project-based learning course. Subjects were three classes of students enrolled in the course, and were divided into groups of two to four. Except two different instructors who taught the classes, there were no difference among the classes with regard to course progress and assessment. Data collected in this study included problem solving pre- and post-questionnaires, self-efficacy pre- and post-questionnaires, and a post-questionnaire regarding satisfaction of collaborative learning. A total of 64 valid questionnaires were collected.




    The results of this research revealed that:
    1. There was no significant difference in students’ problem solving abilities in project-based learning.
    2. There was no significant difference in students’ self-efficacy in project-based learning.
    3. Problem solving abilities did not have significant predictive power toward academic achievement.
    4. Self-efficacy did not have significant predictive power toward academic achievement.
    5. Satisfaction of collaborative learning had significant predictive power toward academic achievement.

    (1) Students’ subjective perceptions of other group members did not have significant predictive power toward academic achievement.
    (2) Students’ subjective perceptions of collaborative learning process did not have significant predictive power toward academic achievement.
    (3) Students’ subjective perceptions of collaborative learning outcome did not have significant predictive power toward academic achievement.

    Discussions based on the findings in this study were presented. Furthermore, suggestions for authorities who wish to carry out project-based learning or conduct future research were provided.
    顯示於類別:[教育科技學系暨研究所] 學位論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    index.html0KbHTML187檢視/開啟

    在機構典藏中所有的資料項目都受到原著作權保護.

    TAIR相關文章

    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library & TKU Library IR teams. Copyright ©   - 回饋