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http://ir.ncue.edu.tw/ir/handle/987654321/6710
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| 題名: | 國中學生學習風格、資訊素養與學業成就之研究 |
| 其他題名: | The Relationship among Learning Style, Information Literacy and Academic Performance of Junior High School Students |
| 作者: | 陳昭成 |
| 貢獻者: | 黃德祥
陳昭成
Chao-Cheng Chen |
| 關鍵詞: | 學習風格;資訊素養;學業成就
Learning style;Information literacy;Academic performance |
| 日期: | 2008
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| 上傳時間: | 2010-12-03
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| 描述: | 碩士
教育研究所 |
| 摘要: | 摘 要
本研究之主要目的在瞭解國中學生學習風格、資訊素養與學業成就之關係；探討國中學生學習風格、資訊素養在年級、性別之差異；發現不同學習風格國中學生在資訊素養、學業成就之差異情形。
本研究採問卷調查法，以台中縣、台中市、彰化縣、南投縣等四縣市，7 所公立國中 666 位學生為研究對象經以研究者自編之國中學生「資訊素養量表」，以及由Kolb(2005) 所編製之「Kolb 學習風格量表」，作為本研究之研究工具，並以描述統計、單因子變異數分析、二因子變異數分析、積差相關分析、逐步迴歸分析等方法進行統計處理。
本研究之重要發現如下：
一、在「思考－直覺」學習風格維度上，因性別之不同而有顯著差異，男生偏「思考」向度，女生偏「直覺」向度。
二、在「思考－直覺」學習風格維度上無年級差異存在，受試學生多傾向「直覺」向度之學習風格。
三、「執行－觀看」學習風格維度上無年級、性別差異存在，受試學生多傾向「執行」向度之學習風格。
四、不同性別在資訊素養上有顯著差異，女生得分高於男生。
五、不同年級在資訊素養上有顯著差異，國一學生在「定義問題」上較國三學生為高。
六、國中學生學習風格類型以「發散者」所占比例最多，「調適者」次之，「同化者」再次之，「聚斂者」最少。
七、不同類型學習風格者在資訊素養上沒有顯著差異。
八、不同類型學習風格者在學業成就上具有顯著差異。
九、學習風格與資訊素養之間具顯著相關。
十、逐步迴歸分析結果，國中學生學習風格、資訊素養對學業成就具有顯著預測力。
本研究最後根據研究結果提出各項建議，以供教師、學校行政人員、教育行政機關及未來研究之參考。
The Relationship among Learning Style, Information Literacy and Academic Performance of Junior High School Students
Chao-Cheng Chen
Abstract
The main purposes of this study were to explore the relationship among learning style and information literacy and academic performance of junior high school students.
A total of 666 students, randomly selected from public junior high schools in Taiwan, responded to a set of instruments Information Literacy Scale and Kolb’s Learning Style Inventory. The statistical methods used to analyze the data were descriptive statistics, one-way ANOVA, two-way ANOVA, product-moment correlation, and stepwise regression analysis.
The conclusion of this study were summarized as follows:
1. Significant differences were found in the abstract/concrete dimension based on gender. Male students tended to score higher on the abstract conceptualization while female students tended to concrete experience.
2. There were no significant differences in the abstract/concrete dimension based on grade level. Most junior high school students were concrete.
3. There were no significant differences in the active/reflective dimension. Most junior high school students were active .
4. There were significant differences in information literacy based on gender. Female students were better than male students.
5. There were significant differences in information literacy concerning grade level. The grade 7 students were better than the grade 9 students in task definition.
6. The students’ preferences for learning styles were diverger, accommodator, assimilator, and converger in priority.
7. There were no significant differences among four learning styles on the information literacy .
8. Significant differences were found among four learning styles on academic performance.
9. There were significant correlations between learning style and information literacy.
10. Based on the result of the stepwise regression analysis, the learning style and information literacy were significant predicators for students’ academic performance .
Finally, some suggestions for teachers, schools, education administration agencies, and future research were proposed according to the results. |
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