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研究生:蔡婉真
研究生(外文):Wan-chen Tsai
論文名稱:個人特質與團隊成員互動對學習成效之衝擊研究
論文名稱(外文):A Study on the Effects of Personal Traits and Team Member Exchanges on Learning Performance
指導教授:莊煥銘莊煥銘引用關係
指導教授(外文):Huan-Ming Chuang
學位類別:碩士
校院名稱:國立雲林科技大學
系所名稱:資訊管理系碩士班
學門:電算機學門
學類:電算機一般學類
論文種類:學術論文
論文出版年:2009
畢業學年度:97
語文別:中文
論文頁數:69
中文關鍵詞:合作學習學習成效電腦自我效能團隊成員互動目標凝聚力
外文關鍵詞:cohesivenessgoalteam member exchangesCooperative learningcomputer self-efficacy
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本研究的目的在探討(一) 不同個人特質(電腦基礎能力、電腦自我效能、目標導向)對學習成效的影響(二) 不同團隊互動(團隊成員互動、凝聚力)對學習成效的影響(三) 個人特質對團隊成員互動與學習成效之干擾作用。
本研究採問卷調查的方式進行,以60名南投市高中進修學校的學生為研究對象。本研究所獲得的研究結論如下:(一)個人特質僅電腦基礎能力對學習成效有顯著影響(二) 不同團隊互動(團隊成員互動、凝聚力)對學習成效並無顯著影響(三) 個人特質對團隊成員互動與學習成效之干擾作用,並無顯著的干擾關係。
實驗結果可以看出合作學習可以有效的提升學習效果,且教學者可以更清楚的了解學生的學習狀況,減輕教學者的負擔。
This study was designed to investigate:(1) the effects of learning performance on different personal traits(a base of computer ability,computer self-efficacy and goal) (2) the effects of learning performance on different team exchanges(team member exchanges and cohesiveness) (3)the mediating effects of learning effect on personal traits.
Subjects were 60 senior-high-school from Nantou Country. According to hierarchical regression analysis, the results are (1)only the base of computer ability influence learning effects (2)team exchanges don’t influence learning effects (3)personal traits don’t moderate the relationship between team exchanges and learning effects.
According to the experimentation, it is significant that cooperative learning not only improve students’ leaning effec but facilitates the teacher to realize students’ learning status more and decreases the load of teacher in the long run.
表目錄 iv
圖目錄 vi
第一章 緒論 1
1.1 研究背景與動機 1
1.2 研究目的 1
第二章 文獻探討 2
2.1 學習成效 2
2.1.1 學習的意義與內涵 2
2.1.2 學習成效的意義與內涵 3
2.2 合作學習 4
2.2.1 合作學習的定義 4
2.2.2 團隊 5
2.2.3 合作學習團隊與傳統學習團隊之比較 6
2.3.4 小組形成方式 7
2.4 團隊效能 8
2.5 團隊成員之間互動關係 16
2.5.1 團隊成員組成效果 16
2.5.2團隊成員之間互動關係之定義 17
2.5.3 凝聚力 18
2.5.3.1 定義 18
2.5.3.2 理論與架構 18
2.6 目標導向 20
2.6.1目標定義 20
2.7 自我效能 23
2.7.1 自我效能定義 23
2.7.2 自我效能與學業的關係 23
第三章 研究方法 25
3.1 研究架構 25
3.2 研究對象 25
3.3 小組組成 26
3.4 研究假說 26
3.5 變數的操作型定義 27
3.6 研究設計 28
3.7 研究工具 29
3.7.1 團隊成員互動量表 30
3.7.2 目標導向量表 30
3.7.3 電腦自我效能量表 30
3.7.4 凝聚力量表 30
3.8 資料分析 30
第四章 資料分析 32
4.1 問卷適合度分析 32
4.2 問卷信度檢定 34
4.3 問卷效度檢定 35
4.3.1 內容效度 35
4.3.2 收斂效度 35
4.3.3 區別效度 37
4.4 成績分析 39
4.4.1 電腦基礎能力分析 39
4.4.2 分組方式與學習成效之共變數分析 39
4.4.3 教學前後成績比較 40
4.4.4 學習成效分析 40
4.5 高分、中分、低分的資訊證照學習成效分析 40
4.5.1 中分群組學生在「資訊證照學習成效」上的表現 41
4.5.2 中分群組學生在「資訊證照學習成效」上的表現 41
4.5.3 低分群組學生在「資訊證照學習成效」上的表現 42
4.6 假說檢定 43
4.6.1 假說H1:不同個人特質在學習成效上存在顯著差異 43
4.6.2 假說 H2:不同團隊成員互動方式在學習成效上存在顯著性差異 44
4.6.3 假說 H3:個人特質對團隊成員互動與學習成效之關係,存在顯著干擾作用 45
4.7 高分、中分、低分群組學生的電腦自我效能分析 48
4.7.1 高分群組學生在「電腦自我效能」上的表現 49
4.7.2 中分群組學生在「電腦自我效能」上的表現 49
4.7.2 低分群組學生在「電腦自我效能」上的表現 49
4.8 高分、中分、低分群組學生的目標分析 50
4.8.1 高分群組學生在「目標」上的表現 50
4.8.2 中分群組學生在「目標」上的表現 50
4.8.3 低分群組學生在「目標」上的表現 51
第五章 結論與建議 52
5.1 結論與建議 52
5.1.1 個人特質分析 52
5.1.2 不同團隊成員互動方式存在顯著差異 52
5.1.3 個人特質對團隊成員互動與學習成效之關係,存在顯著干擾作用 52
5.2 研究貢獻 53
5.3 研究限制 53
5.4 未來研究方向 54
參考文獻 55
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