停課不停學—遠距教學學生自我調整學習與程式設計課程學習成效之關係

Abstract

本研究旨在探討國內停課不停學期間，使用遠距教學學習程式設計，學生自我調整與程式設計課程學習成效之關係，並以科技接受模式為基礎建構影響模型。研究對象設定在新北市地區國民中學階段學生，並以110學年度八、九年級學生為主，總樣本數為696人。所得量化資料採描述性統計、結構方程式及迴歸等方法進行統計分析。主要研究結論包括：一、學生使用遠距教學學習程式設計課程時，學生知覺線上系統的有用程度、易用程度尚可；二、國內停課不停學期間，學生使用遠距教學學習程式設計課程，自我調整學習能力正向影響程式設計學習成效；三、科技接受模式能有效預測學生使用遠距教學學習程式設計課程時，自我調整學習能力與程式設計學習成效之關係。依據上述研究結論，本研究對學生、老師及家長提供建議，透過學生、老師和家長的共同努力，提升學生在遠距學習中的自我調整學習能力，以期獲得更卓越的程式設計學習成效。

This study aimed to investigate the relationship between students' self-regulation and the learning effectiveness of programming courses through the use of distance learning programs during the period of school closures, unin-terrupted learning. The study constructed an impact model based on the tech-nology acceptance model. The participants were students in junior high schools in the New Taipei City area, with a focus on 8th and 9th-grade stu-dents in the academic year 110, with a total sample size of 696 individuals. Quantitative data were analyzed using descriptive statistics, structural equa-tion modeling, and regression. The main research conclusions include: 1. When students use distance learning programs for programming courses, they perceive the usefulness and ease of use of the online system as accepta-ble. 2.During the period of nationwide school closures and continuous learn-ing, students' use of distance learning programs for programming courses positively influences their self-regulated learning ability and, in turn, affects the learning effectiveness of programming. 3.The technology acceptance model can effectively predict the relationship between students' use of dis-tance learning programs for programming courses, their self-regulated learn-ing ability, and the learning effectiveness of programming. Based on the above research findings, this study provides recommendations for students, teachers, and parents. Through the collaborative efforts of students, teachers, and parents, it is suggested to enhance students' self-regulated learning abili-ties in distance learning, aiming for more outstanding achievements in pro-gramming learning.