兩種教學模式之國中學生消費者教育介入成效研究
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Date
2010-03-01
Authors
莊勝雄
張鈞惠
夏語婷
張倫瑋
陳修梅
張繻方
蕭雅娟
郭鐘隆
Journal Title
Journal ISSN
Volume Title
Publisher
臺北市健康生活與成功老化學會
Abstract
本研究以消費者EKB模式為主要概念，搭合生活技能理論引導學生培養健康消費行為，並分別採取兩種教學方式進行介入並評估成效，其一為一般課室教學介入方法，其二為以WebQuest網路學習為主的教學方式進行介入。採用所羅門四組準實驗設計，以台北縣兩所、台中縣與苗栗縣各一所學校學生為研究對象，並且在前述各縣市選取對照組，總研究樣本為850人，實驗組共440人，控制組共410人。利用每週健康教學或班會、自習課的時間，共進行12週，每週一節課之教學介入。資料分析採用配對t檢定、共變數分析、詹森－內曼法以及獨立樣本ｔ檢定，檢驗教學的介入效果和有無前測效應。研究結果顯示兩種教育介入課程皆對學生具有顯著的成效，建議未來在學校欲進行相關消費者教育時，可參考本研究之教學模式。
The aim of this study was to explore the effectiveness of two life skills-based teaching models with junior high students on consumer education, and we have developed the EKB model of consumer behavior with the life skills and WebQuest online learning model with life skills, respectively. The study utilized Solomon four-group design, and the two schools in Taipei County, one in Taichung and Miaoli County were selected to be the experimental groups(440 students), and the compared groups(410 students) were also selected at each county, the total samples were 850. We have implemented one session per week by using the time of weekly health education class , class meeting or self-learning course; the class had lasted for 12 weeks. The statistical methods comprised pared t-test, analysis of covariance (ANCOVA), Johnson-Neyman, and independent t-test. The results showed that both two teaching models revealed significant positive effects on students. The two teaching models provided an alternative approach for schools which would like to implement consumer in future.
The aim of this study was to explore the effectiveness of two life skills-based teaching models with junior high students on consumer education, and we have developed the EKB model of consumer behavior with the life skills and WebQuest online learning model with life skills, respectively. The study utilized Solomon four-group design, and the two schools in Taipei County, one in Taichung and Miaoli County were selected to be the experimental groups(440 students), and the compared groups(410 students) were also selected at each county, the total samples were 850. We have implemented one session per week by using the time of weekly health education class , class meeting or self-learning course; the class had lasted for 12 weeks. The statistical methods comprised pared t-test, analysis of covariance (ANCOVA), Johnson-Neyman, and independent t-test. The results showed that both two teaching models revealed significant positive effects on students. The two teaching models provided an alternative approach for schools which would like to implement consumer in future.