Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87768
Title: 國中學生之消費者健康教學介入的延宕效果與補強教學成效探討
Authors: 郭鐘隆
沈黛君
Keywords: 補強教學
消費者健康
booster session
consumer health
Issue Date: 2009
Abstract: 本研究主要是針對接受過消費者健康教學介入的九年級學生設計補強教學課程,進而探討消費者健康教學介入在消費行為前因素(需求確認、資訊搜尋、方案評估)、消費行為因素(儲蓄習慣與金錢管理)及消費行為及後續處理因素(消費糾紛與處理與消費者新生活運動)的延宕效果及補強教學後的學習成效。 本研究採準實驗設計,以兩所立意選取的學校作為實驗分組的依據。兩組研究對象分別為苗栗縣兩所國民中學九年級學生共227人。實驗組學生125人接受四節課的補強教學介入,而對照組學生102人則不接受此介入課程。 本研究發現接受消費者健康教學介入的延宕效果,實驗組優於對照組且達到顯著差異。在補強教學介入之後,實驗組學生在前測、後測、延宕測、補強後測各階段的得分表現呈現上升、下降又上升的現象,並顯著高於對照組各階段得分,且補強後測得分顯著高於延宕測得分。亦即補強教學能有效維持消費者健康教學介入的學習保留狀況。在過程評價方面,有65%的學生認為透過補強教學的方式可以得到更多的知識,整體而言,學生對此課程多持正向評價。 本研究結果可作為未來發展補強教學課程的參考。補強教學不僅可應用在消費者健康教學,更可推廣至其他教學課程。建議未來教學者可嘗試除了課室教學外,更多元的補強課程設計來提升學生的學習成效。
The purpose of the study was to implement a booster session program for ninth-grade students who ever received consumer health education, to detect follow-up effects and learning retention. Quasi-experimental design was applied at this study. A purposive sample was recruited on two junior high schools. There were 227 students finishing four measurements including pre-test, immediate post-test, delayed post-test, learning retention test, 125 students accepted four booster sessions as experimental group and 102 students as comparison group. The study result revealed that the outcome variables of experimental group were significantly improved than those of comparison group. The points of learning retention test were also improved than delayed post-test within experimental group. Booster sessions can maintain consumer health education learning retention. 65% students of the experimental group expressed that they acquired much more knowledge and felt satisfaction through the learning processes. Based on the study, we suggest that a booster session program can be developed to improve the learning retention.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22GN0595051117%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/87768
Other Identifiers: GN0595051117
Appears in Collections:學位論文

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