網路課程學生學習動機與評量知覺之研究
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Date
2006-12-??
Authors
溫玲玉
賴銘娟
黃琦君
Journal Title
Journal ISSN
Volume Title
Publisher
國立台灣師範大學工業教育學系
Department of Industrial Education, NTNU
Department of Industrial Education, NTNU
Abstract
本研究旨在探討中部地區技職校院學生，對於網路課程的學習動機與評量知覺的關聯性。主要研究對象為中部地區技職校院學生，範圍涵括台中、彰化、南投及雲林四個縣市共11所技術學院與5所科技大學。本研究以問卷調查法，採分層抽樣共發出600份問卷，回收401份，剔除無效問卷後計348份，有效回收率為58％。運用SPSS統計軟體進行資料處理，以描述統計、t檢定、多變量分析(MANOVA)與Person積差相關等統計方法，分析樣本資料，經歸納獲致以下研究結果：一、在學生背景因素方面：性別與網路課程學習經驗，對於網路課程的學習動機與評量知覺無顯著影響。二、學生就讀科系、年級與學校類別則對學習動機與評量知覺的部分面向有顯著影響。三、網路課程的學習動機與評量知覺具正向關聯性。
The purpose of this research was to investigate the learning motivation and assessment perception of e-learning courses in technological and vocational Colleges of central Taiwan. The data was collected through questionnaire survey. The survey covered undergraduates of Technological and Vocational Colleges in Central Taiwan. The areas included Taizhong, Changhua, Nantau, Yunlin four counties. Adopting the stratified sampling, 600 questionnaires were distributed to the sample, 401 questionnaires were retuned of which 348 questionnaires were usable, with 58% usable return rate.Data were analyzed using the statistic software of SPSS. The conclusions of this study were as the followings:1. Gender and learning experience showed no significant difference on learning motivation and assessment perception of c-learning courses.2. The major, grade and school classification of the students showed a partial significant difference on learning motivation and assessment perception of e-learning courses.3. Learning motivation and assessment perception in e-learning courses had positive significantly effects on correlation.
The purpose of this research was to investigate the learning motivation and assessment perception of e-learning courses in technological and vocational Colleges of central Taiwan. The data was collected through questionnaire survey. The survey covered undergraduates of Technological and Vocational Colleges in Central Taiwan. The areas included Taizhong, Changhua, Nantau, Yunlin four counties. Adopting the stratified sampling, 600 questionnaires were distributed to the sample, 401 questionnaires were retuned of which 348 questionnaires were usable, with 58% usable return rate.Data were analyzed using the statistic software of SPSS. The conclusions of this study were as the followings:1. Gender and learning experience showed no significant difference on learning motivation and assessment perception of c-learning courses.2. The major, grade and school classification of the students showed a partial significant difference on learning motivation and assessment perception of e-learning courses.3. Learning motivation and assessment perception in e-learning courses had positive significantly effects on correlation.