淡江大學機構典藏:Item 987654321/87133
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/87133


    Title: 形成性評量以S-P表回饋輔以同儕教導對於高職學生數學學習成就與學習行為影響之相關研究
    Other Titles: The influence of formative assessment using S-P form-assisted feedback on the grades and learning behavior of technical college students in mathematics
    Authors: 姜義霖;Chiang, I-Lin
    Contributors: 淡江大學教育科技學系數位學習在職專班
    蔡秉燁;Tsai, Ping-Yeh
    Keywords: 形成性評量;S-P表;同儕教導;數學學習成就;Formative assessment;S-P form;Peer tutoring;Mathematics learning achievement
    Date: 2012
    Issue Date: 2013-04-13 10:43:52 (UTC+8)
    Abstract: 本研究之目的在於探究「形成性評量運用S-P表回饋輔以同儕教導，對於高職學生數學學習成就與學習行為的影響」。本研究採用準實驗研究法(Quasi-experiment)，並且使用立意抽樣法收集資料。實驗對象為基隆某高職二年級四個班級144位學生，分派商科及工科各一班為實驗組，另二班為控制組，實驗進行20週。以「數學學習成就測驗」與「數學學習行為量表」為研究工具。並於實驗研究後進行訪談分析。
    經施行「形成性評量使用S-P表回饋輔以同儕教導」實驗後，將施測所得結果以單因子共變數分析進行統計考驗。茲將研究結果分述如下:
    一、本實驗研究對工科與商科學生在數學學習成就上並無顯著差異。
    二、本實驗研究能提升高職商科與工科學生在學習態度、學習動機、自我效能、學習策略、內在價值與學習信念等學習行為，前、後測呈現顯著差異。
    三、本實驗研究對工科學生在「同儕學習互動」變項前、後測呈現顯著差異；商科學生在「同儕學習互動」變項前、後測並無顯著差異。
    四、在訪談分析中，實驗組同學對「形成性評量運用S-P表回饋輔以同儕教導，對數學學習成就與學習態度的影響」，大多是持肯定與支持的意見
    This study aimed to investigate “The influence of formative assessment using S-P form-assisted feedback on the grades and learning behavior of technical college students in mathematics.”The Quasi-experiment method of research was used in the study, and nonprobability sampling was used to collect data. 144 students in their second year of study at a vocational college in Keelung were studied; they were divided into one class from the Department of Commerce and one class from the Department of Industry. Another two classes were used as control groups. The study was carried out over a period of 20 weeks. “Mathematics learning achievements tests” and the “Mathematical study behavior scale” were used as research tools. Interviews and analysis were done after the study had been carried out.
    After the study was carried out, all of the data produced was converted into numerical common factors, and statistical analysis undertaken. An analysis of the outcomes of our research follow:
    1.There were no clear disparities in the math grades of students from the commerce department and industry department.
    2.The study was able to improve the attitudes towards learning, learning motivation, self-efficacy, and learning strategies, including values and confidence, of students in the commerce and industry departments of a higher technical school; clear differences are present in the data produced before and after the study.
    3.There are clear differences in “co-operation and learning interaction” before and after the study with regards to students from the Department of Industry; there are no evident disparities in “co-operation and learning interaction” with regards to the students from the Department of Commerce before and after the study.
    4.During interviews and analysis, the majority of the students in the study group held supportive and positive opinions of the study.
    Appears in Collections:[Graduate Institute & Department of Educational Technology ] Thesis

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