新竹縣新移民女性資訊素養現況分析與課程需求評估之研究

機構典藏 > College of Education > Graduate Institute & Department of Educational Technology > Thesis > Item 987654321/31386

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Title:	新竹縣新移民女性資訊素養現況分析與課程需求評估之研究
Other Titles:	A needs assessment of information literacy and their information technology course of female migrants' in Hsinchu county
Authors:	葉俊希;Yeh, Chun-hsi
Contributors:	淡江大學教育科技學系碩士在職專班徐新逸;Shyu, Hsin-yih
Keywords:	新移民女性;資訊素養;需求評估;New Female Immigrants;information literacy;Curriculum Needs Assessment
Date:	2009
Issue Date:	2010-01-11 00:37:41 (UTC+8)
Abstract:	本研究旨在瞭解新竹縣新移民女性在整體資訊素養現況及其在「傳統素養」、「媒體素養」、「電腦素養」、及「網路素養」各層面的表現情形。本研究採用問卷調查方式並輔以訪談法，共計發出704份問卷，回收問卷392份，回收率為55.7％，有效問卷337份，可用率達85.7％，問卷資料則以描述性統計、卡方檢定、多變項T平方考驗、單因子多變量變異數分析及Scheffe事後比較等方法進行統計分析。根據問卷分析與訪談結果，本研究之結論如下：一、新竹縣新移民女性的資訊環境狀況有待加強；二、新移民女性的資訊素養未達基本資訊素養程度；三、年齡輕、菲律賓籍、教育程度高之新竹縣新移民女性其資訊環境狀況較佳；四、年齡輕、菲律賓籍、教育程度高、曾參加補習學校、職業為工人者之新竹縣新移民女性其資訊素養較佳；五、資訊環境狀況較佳者之新竹縣新移民女性其資訊素養較佳；六、課程設計上應契合新移民女性所需並延長授課時數；七、政策上應加強宣導參與輔導措施與推動統一教材內容。根據上述研究結論，提出以下建議：一、對新移民女性（一）走出家庭多參與相關的輔導照顧措施（二）增加使用資訊科技的機會（三）瞭解自己的需求，改善自我資訊素養能力不足之處二、對課程設計者（一）依據不同的對象及需求來規劃資訊素養課程（二）增加課程的時間幫助新移民女性學習（三）雙語對照的課程設計，協助新移民女性自學（四）課程設計可參考本研究歸納之資訊素養課程內容大綱三、對政策規劃者（一）加強新竹縣新移民女性資訊素養相關課程宣導（二）協助新竹縣新移民女性獲得資訊相關設備（三）積極培養專門的種子教師，因應新移民女性的訴求四、對後續研究者在研究對象上應就不同地區之新移民女性進行調查並做比較，以增進對整體新移民女性資訊素養之瞭解；在研究方法與內容上建議針對資訊素養部分，設計測驗題目，藉由分數高低來得知量化分數，深入探討造成新移民女性資訊素養現況之成因；又資訊科技日新月異，其速度之快誠難想像，故研究之工具應因時因地審視現況，才能編製出適宜有效的調查問卷。 This paper was aimed to assess the overall information literacy of the female migrants who lived in Hsin-Chu County. Many aspects of the information literacy had been examined; including traditional literacy, media literacy, computer literacy and internet literacy. The methods employed in this research include mainly questionnaires and interviews. For the questionnaires, 704 copies had been sent out, and 392 copies returned. Out of the returned copies, 337 were valid. The return rate was 55.7％; validity rate, 85.7％. The research data was collected and later analyzed by statistical methods, like descriptive analysis, chi-square test, Hotelling T2 test, one-way MNOVA and post-hoc comparison by Scheffe’s. After an analysis of the statistical data and interviews, conclusions had been reached. The findings are listed below: 1.The equipments of information technology available to the female migrants were inadequate. 2.The subjects’ competence in information literacy was basically unsatisfactory. 3.The female migrants who were young in age, of Philippine origin, and comparatively well–educated were more likely to access sufficient information resources than the others. 4.The female migrants who were young in age, of Philippine origin, comparatively well-educated , supplementary schools and those who were workers, showed better competence in information literacy than the others. 5.The more opportunities the subjects could access equipments of information technology, the better their information literacy was. 6.To improve the female migrants’ information literacy, the information courses should be modified to meet the subjects’ specific needs and the course hours should be extended, too. 7.The female migrants should be well-informed about the related migrants’ courses and the course contents should be uniformed throughout the County. Based on the above findings, recommendations for the female migrants, course designers, policy-makers, and the researchers are given as follows. 1. Here are the things the female migrants could do: - Broaden the social circle and join the migrants’ education program. - Utilize information technology as often as possible. - Identify their own inadequacy and take measures to improve information literacy. 2. Here are what the course designers could do: - Tailor the courses to meet female migrants’ needs. - Increase course hours to ensure female migrants’ successful learning results. -Compile bilingual course materials and make individual learning possible. 3. Here are what the course designers could do: - Give sufficient advertisement to promote migrants’ information courses. - Help the female migrants to obtain needed information equipments. - Train a number of specialist teachers to conduct the related courses. - Refer to the outline of the information literacy courses for curriculum design. 4. Here are some things researchers could do: It was suggested researchers identify the subjects by geography, as well as chart research methods, contents and tools to get a deeper insight into the female migrants’ information literacy. If further research will be continued in the future, the subjects could be categorized according to their living districts. Hence, how the geographical areas correlate to information literacy would become clear. Regarding research methods and contents, the subjects could be given a test on information literacy and, consequently, test results would be quantified and shown as marks. The results might help to unveil the causes which account for the current information literacy of the female migrants. Last, the information technology has been developing rapidly; therefore, various research tools should be applied in different circumstances. With this flexibility, highly valid and suitable questionnaires could be created.
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