運算思維課程對國小高年級生的學習動機、學習投入及數學成績之影響研究

Abstract

本研究旨在探討運算思維課使用Scratch程式語言進行教學之學習投入、學習動機及小學高年級學生在數學學科之影響。實驗研究以台北市南港區某所國民小學五、六年級學生為研究對象，實驗過程為半學期，研究採準實驗研究設計的前、後測方式進行，針對學校高年級運算思維課程，以「學習投入量表」、「學習動機量表」以及「期中、期末之數學評量測驗卷」作為研究工具。本研究運用統計軟體SPSS進行敘述統計、樣本T檢定及單因子變異數解釋各構面之前、後測差異分析、信度分析及效度分析。研究結果顯示：（1）運算思維課程使用Scratch程式語言，對於提升運算思維課的學習投入並沒有顯著差異；（2）運算思維課程使用Scratch程式語言，對於提升運算思維課的學習動機並沒有顯著差異；（3）運算思維課程使用Scratch程式語言，對於提升數學成績有顯著差異。研究結果得知，運算思維及相關課程能夠有效的提升學生數學學科之學習成效，本研究結論及建議，能為教師、學研機構以及教育單位探討相關議題之參考。

The purpose of this study is to investigate the learning engagement, learning motivation, and the impact on mathematics performance of elementary school students in the upper grades when teaching computational thinking using the Scratch programming language. The research was conducted with fifth and sixth grade students from a primary school in the Nangang District of Taipei City. The experiment lasted for half a semester, employing a pre-test and post-test design based on a quasi-experimental research design. The research tools included the"Learning Engagement Scale," "Learning Motivation Scale," and "Midterm and Final Mathematics Assessment Tests" for the upper grade computational thinking curriculum. Descriptive statistics, independent samples t-tests, one-way analysis of variance (ANOVA), and reliability and validity analyses were conducted using the statistical software SPSS. The results of the study are as follows: (1) Using the Scratch programming language in the computational thinking curriculum did not significantly differin enhancing learning engagement; (2) Using the Scratch programming language in the computational thinking curriculum did not significantly differ in enhancing learning motivation; (3) Using the Scratch programming language in the computational thinking curriculum showed a significant difference in improving mathematics performance. The findings indicate that computational thinking and related courses can effectively enhance students' learning outcomes in mathematics. The conclusions and recommendations of this study can serve as a reference for teachers, research institutions, and educational agencies in exploring related issues.