高中職學生網路使用態度之研究以桃園縣為例

Abstract

本研究旨在瞭解桃園縣高中職學生網路使用態度現況及影響網路使用態度之相關因素，首先以文獻探討與蒐集方式，瞭解網路使用態度內涵與影響網路使用態度之相關因素，其次編製「高中職學生網路使用態度調查問卷」作為研究工具，針對桃園縣高中職學生以隨機叢集抽樣方式抽取十所學校，共計1230位學生進行問卷調查，將所得資料分別以百分比、平均數、標準差、獨立樣本t考驗及單因子變異數分析（One-way ANOVA）等統計方法，進行資料分析與處理。研究獲得下列結論： 一、整體而言，桃園縣高中職學生網路使用態度已達相當水準。 二、個人背景因素方面，顯示性別對高中職學生在網路使用態度整體表現上有顯著差異；顯示就讀年級對對高中職學生在網路使用態度整體表現上無顯著差異。 三、學校因素方面，顯示學校學制、就讀學校等在網路使用態度整體表現上有顯著差異存在。 四、家庭環境因素方面，家中是否有可上網的電腦網路設備、對高中職學生在網路使用態度整體表現上有顯著差異存在；其顯示家庭位置、家長是否會限制孩子上網時間等對高中職學生在網路使用態度整體表現上並無顯著差異存在。

五、電腦網路經驗因素方面，顯示接觸網路的時間、最常上網的地點、上網最主要的內容等對高中職學生在網路使用態度整體表現上並無顯著差異存在；其顯示使用電腦網路的經驗對高中職學生在網路使用態度整體表現上有顯著差異存在。This research aimed to understand the current conditions of the attitude for using computer net-working (Internet) of high school students in Taoyuan County, and the related factors that affected their attitude for using computer net-working (Internet). First the study was conducted by literature review to understand the meaning of attitude for using computer net-working (Internet) and related factors, and then a questionnaire, entitled “Evaluation of the attitude for using computer net-working (Internet) of the high school students,” was designed as a research tool. 1230 high school students were randomly chosen from 10 high schools in Taoyuan County to conduct the survey. Evaluation and analysis were then made by using variety of statistic methods such as means, standard deviation, independent sample t-test, and One way ANOVA, etc. The findings were summarized as below. 1.In general, the attitude for using computer net-working (Internet) of high school students in Taoyuan County met the required level, which could be said quite good. 2.As for personal backgrounds, gender showed no significant difference in the whole performance the students’ attitude for using computer net-working (Internet). 3.As for the environments of the schools, the location and size of the schools revealed significant differences in students’ attitude for using computer net-working (Internet). 4.When it comes to computer environments at home, factors such as owning the personal computers, being connected to the Internet, parents’ support of learning computers, and a person to discuss computer problems, etc didn’t contribute a significant difference in students’ overall computer net-working (Internet). 5.In terms of computer experiences, joining computer or informational clubs, playing computer games, and the amount of time spending on computer every week contributed insignificantly to students’ attitude for using computer net-working (Internet).