增能式混成教學對機械基礎實習課程學習成效之影響：以學習動機為調節變項

Abstract

本研究旨在探究翻轉式混成教學對機械基礎實習課程學習成效之影響，並以學習動機為調節變項，探究其對學習成效的調節效果。採準實驗研究法的不等組前後測實驗設計，以新北市立某技術型高中一年級兩班學生為研究對象，控制組與實驗組各32位學生。研究結果發現：一、不論是增能式混成教學或傳統式教學皆對於機械基礎實習成就測驗有良好的學習成效；二、增能式混成教學對於機械基礎實習實作測驗表現沒有顯著效果；三、學習動機在增能式混成教學中未具調節效果。根據研究發現，本研究提出以下具體建議：一、技高教師宜持續精進增能式混成教學在實作課程之教學設計；二、技高教師在實作課程教學時，宜視學生能力的差異，提供適合的教學方法；三、課程設計中融入激勵活動及即時反饋機制，以提升學習動機；四、未來研究設計宜避免同班分組；五、宜擴大樣本量與教學策略之多樣性。

This study aimed to investigate the impact of Enhancement Blended Learning on the learning outcomes of mechanical basic practice courses, with learning motivation as a moderating variable to explore its moderating effects on learning outcomes. A quasi-experimental design with non-equivalent groups and pre- and post-tests was used, involving two classes of first-year students from a technical high school in New Taipei City, with 32 students in the control group and 32 in the experimental group. The results revealed that: 1) Both Enhancement Blended Learning and traditional teaching methods showed good learning outcomes in mechanical basic practice achievement tests; 2) Enhancement Blended Learning had no significant effect on performance in mechanical basic practice practical tests; 3) Learning motivation did not have a moderating effect in the Enhancement Blended Learning context. Based on these findings, the study suggested the following recommendations: 1) Technical high school teachers should continuously refine the design of Enhancement Blended Learning for practical courses; 2) Teachers should provide appropriate teaching methods according to students' abilities in practical courses; 3) Incorporate motivational activities and immediate feedback mechanisms into course design to enhance learning motivation; 4) Future research should avoid grouping students within the same class; 5) Increase sample size and diversify teaching strategies.