課堂筆記教學對於學習動機與學習成效之相關研究：以科大室內裝修乙級證照課程為例
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2023
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本研究係探討課堂筆記教學策略對於大學生在學習動機與學習成效之影響，並根據研究結果提出相關建議。本研究採用準實驗設計，以台北市某私立科技大學之兩個班級，共80位學生做為研究對象，課程為室內裝修乙級證照，教學實驗為期8週，兩個班級分別為筆記組與拍照組，筆記組進行課堂筆記教學，拍照組進行原有教學，經由學習動機量表與學習成效測驗之前、後測資料，進行描述性統計、相依樣本 t 檢定與單因子共變數分析。本研究結論如下：一、課堂筆記教學對於室內裝修乙級課程之學習動機與學習成效有顯著正相關。二、課堂筆記教學的學習成效明顯優於學生原有習慣以拍照做記錄的學習方式。三、課堂筆記教學與原有學生學習方式的整體學習動機無顯著差異，惟其中自我期望有顯著提升。四、學生肯定課堂筆記教學對於室內裝修乙級課程的學習效益。依據研究結果提出教學實務之建議作為未來研究參考。
This study investigated the impact of classroom note-taking teaching strategies on college students' learning motivation and learning outcomes and proposed relevant recommendations based on the research findings. The study adopted a quasi-experimental design and used two classes of 80 students from a private technological university in Taipei City as the research subjects. The course studied was an Interior Decorating Level B certification course, and the teaching experiment lasted for 8 weeks. The two classes were divided into a Note-taking Group and a Photography Group, where the Note-taking Group received classroom note-taking instruction, while the Photography Group followed the original teaching method. Descriptive statistics, paired-samples t-test, and one-way analysis of covariance were used to analyze the pre-test and post-test data of learning motivation and learning outcomes obtained through learning motivation scales and learning effectiveness tests.The conclusions of this study were as follows: (1) Classroom note-taking instruction had a significant positive correlation with learning motivation and learning outcomes in the Interior Decorating Level B course. (2) The learning outcomes of classroom note-taking instruction were significantly superior to the students' original habit of taking photographs for records as a learning method. (3) There was no significant difference in overall learning motivation between classroom note-taking instruction and the students' original learning method. However, self-expectations showed a significant improvement. (4) Students affirmed the learning benefits of classroom note-taking instruction in the Interior Decorating Level B course.Based on the research findings, practical teaching recommendations were proposed for future reference in research and instruction.
This study investigated the impact of classroom note-taking teaching strategies on college students' learning motivation and learning outcomes and proposed relevant recommendations based on the research findings. The study adopted a quasi-experimental design and used two classes of 80 students from a private technological university in Taipei City as the research subjects. The course studied was an Interior Decorating Level B certification course, and the teaching experiment lasted for 8 weeks. The two classes were divided into a Note-taking Group and a Photography Group, where the Note-taking Group received classroom note-taking instruction, while the Photography Group followed the original teaching method. Descriptive statistics, paired-samples t-test, and one-way analysis of covariance were used to analyze the pre-test and post-test data of learning motivation and learning outcomes obtained through learning motivation scales and learning effectiveness tests.The conclusions of this study were as follows: (1) Classroom note-taking instruction had a significant positive correlation with learning motivation and learning outcomes in the Interior Decorating Level B course. (2) The learning outcomes of classroom note-taking instruction were significantly superior to the students' original habit of taking photographs for records as a learning method. (3) There was no significant difference in overall learning motivation between classroom note-taking instruction and the students' original learning method. However, self-expectations showed a significant improvement. (4) Students affirmed the learning benefits of classroom note-taking instruction in the Interior Decorating Level B course.Based on the research findings, practical teaching recommendations were proposed for future reference in research and instruction.
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室內裝修乙級證照課程, 課堂筆記教學, 學習動機, 學習成效, 科技大學, Interior Decorating Level B course, Classroom note-taking instruction, Learning Motivation, Learning Outcome, Technological University