細懸浮微粒防治動畫教育介入成效之研究－以台灣某四所國中為例
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2021
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本研究旨在探討針對國中生所發展之細懸浮微粒防治動畫教育介入課程，對於國中生之PM2.5防治知識、環境敏感度、PM2.5防治態度及PM2.5防治行為意圖之影響，並瞭解該課程之介入成效。研究採準實驗設計，以一所臺北市國中、兩所桃園市國中及一所彰化縣國中之學生作為研究對象，並針對實驗組進行PM2.5防治動畫教育介入；對照組進行PM2.5防治教育PPT介入；控制組則不介入。本研究之結果如下：一、介入前，研究對象之PM2.5防治知識、環境敏感度、PM2.5防治態度、與PM2.5防治行為意圖，皆有中上程度之表現。二、介入後，實驗組在PM2.5防治知識、環境敏感度、PM2.5防治態度與PM2.5防治行為意圖上皆有顯著提升；對照組僅在PM2.5防治知識上有顯著提升；控制組則均無顯著提升，且實驗組在PM2.5防治知識、PM2.5防治態度及PM2.5防治行為意圖顯著高於對照組之研究對象。三、介入前與介入後，PM2.5防治行為意圖與PM2.5防治知識、環境敏感度及PM2.5防治態度間，皆達顯著正相關。四、介入後，實驗組環境敏感度、PM2.5防治態度之變項可解釋PM2.5防治行為意圖之預測力為40.0%；對照組環境敏感度、PM2.5防治態度之變項可解釋PM2.5防治行為意圖之預測力為54.1%。
The purpose of this study was to explore the effectiveness of PM2.5 prevention animation course and PM2.5 prevention course developed for junior high school students. PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention were investigated before and after the education intervention. This study adopted a quasi-experimental design. Participants were students from one junior high school in Taipei City, two junior high schools in Taoyuan City, and one junior high school in Changhua County. Additionally, students were divided into three groups: experimental group 1 which provided PM2.5 prevention animation education intervention, experimental group 2 which provided PM2.5 prevention education PPT intervention and the control group which did not have any intervention.The results of this study are as follows:I. The pre-test showed that all participants had moderate to upper level of the PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention.II. After intervention, the experimental group 1 improved significantly in PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention. The experimental group 2 only had significant improvement in PM2.5 prevention knowledge. The control group had no significant improvement. Besides, the experimental group 1 had significantly better scores in PM2.5 prevention knowledge, PM2.5 prevention attitude and PM2.5 prevention behavior intention than the experimental group 2.III. PM2.5 prevention behavior intention were positively correlated with PM2.5 prevention knowledge, environmental sensitivity and PM2.5 prevention attitude in both pre-test and post-test.IV. After intervention, environmental sensitivity and PM2.5 prevention attitude explained 40.0% of the variation of PM2.5 prevention behavior intention in the experimental group 1, and in the experimental group 2, environmental sensitivity and PM2.5 prevention attitude explained 54.1% of the variation of PM2.5 prevention behavior intention.
The purpose of this study was to explore the effectiveness of PM2.5 prevention animation course and PM2.5 prevention course developed for junior high school students. PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention were investigated before and after the education intervention. This study adopted a quasi-experimental design. Participants were students from one junior high school in Taipei City, two junior high schools in Taoyuan City, and one junior high school in Changhua County. Additionally, students were divided into three groups: experimental group 1 which provided PM2.5 prevention animation education intervention, experimental group 2 which provided PM2.5 prevention education PPT intervention and the control group which did not have any intervention.The results of this study are as follows:I. The pre-test showed that all participants had moderate to upper level of the PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention.II. After intervention, the experimental group 1 improved significantly in PM2.5 prevention knowledge, environmental sensitivity, PM2.5 prevention attitude and PM2.5 prevention behavior intention. The experimental group 2 only had significant improvement in PM2.5 prevention knowledge. The control group had no significant improvement. Besides, the experimental group 1 had significantly better scores in PM2.5 prevention knowledge, PM2.5 prevention attitude and PM2.5 prevention behavior intention than the experimental group 2.III. PM2.5 prevention behavior intention were positively correlated with PM2.5 prevention knowledge, environmental sensitivity and PM2.5 prevention attitude in both pre-test and post-test.IV. After intervention, environmental sensitivity and PM2.5 prevention attitude explained 40.0% of the variation of PM2.5 prevention behavior intention in the experimental group 1, and in the experimental group 2, environmental sensitivity and PM2.5 prevention attitude explained 54.1% of the variation of PM2.5 prevention behavior intention.
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國中生, 細懸浮微粒, 動畫影片, 教育介入, junior high school students, PM2.5, animation, education intervention