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研究生:黃彥華
研究生(外文):Yan-Hua Huang
論文名稱:探討不同程式語言課程對五專低年級學生學習成效、動機及適應性之影響評估
論文名稱(外文):Evaluating college students’ learning motivations, effectiveness, and maladaptive learning in computer programming courses: Comparing Java to Python
指導教授:連俊瑋連俊瑋引用關係蕭國倫蕭國倫引用關係
學位類別:碩士
校院名稱:國立臺中科技大學
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:2019
畢業學年度:107
語文別:中文
論文頁數:55
中文關鍵詞:程式語言學習動機不適應性認知邏輯思考能力
外文關鍵詞:Programming LanguageLearning MotivationMaladaptive CognitionLogical Thinking
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隨著網際網路的普及以及資訊科技的快速發展,各行各業皆須要透過資訊技術輔助並提升其競爭力,相關的人才需求也因此而持續增加。而現今學校中學生入門的第一門程式語言課大都以教授C、C++、JAVA、C#或Visual Basic為主,這幾門語言對初學者來說都有著不同的問題,這可能導致初學者在學習過程中遇到挫折。因此,本研究整理不同程式語言的差異與學習過程可能產生之問題後,選擇以Python程式語言以及Java程式語言作為本研究之教學用程式語言,期望透過實驗設計的方式驗證課程設計及內容對於學生學習的有效性,並探討學生學習不同程式語言的過程中,自身邏輯思考能力、學習動機、程式設計自我效能,以及可能產生的不適應性認知情形,和學習成就之間的相關性與影響性。本研究結果發現:(一)學習動機與程式設計自我效能具有顯著正相關性、(二)不適應性認知與程式設計自我效能具有顯著負相關性、(三)學習者如果有較高的邏輯思考能力,其學習動機、不適應性認知、程式設計自我效能,以及程式設計之學習成就會有較好的表現、(四)學習Java程式語言,學習動機、不適應性認知、程式設計自我效能和程式設計之學習成就呈現顯著相關性;學習Python程式語言,學習動機、不適應性認知、程式設計自我效能和程式設計之學習成就則無顯著相關性。
In Taiwan, most of university students study C, C++, Java, C# or Visual Basic for their first computer programming lesson. However, those programming languages have different learning barriers for the beginner. Students may have frustration when they study. In this study, we choose Python and Java as our teaching languages for the experimental design. The purpose of this study is to explore influences of logical thinking, learning motivation, maladaptive cognition, and self-efficacy on the learning achievement when students learn different programming languages.
The results of this study are: First, there is a significant positive correlation between learning motivation and self-efficacy. Second, there is a significant negative correlation between maladaptive cognition and self-efficacy. Third, if learners have a higher level of logical thinking ability, their learning motivation, maladaptive cognitions, self-efficacy, and learning achievements will enhance better performance. Finally, learners'' learning motivation, maladaptive cognitions, self-efficacy, and programming learning have significant correlations.
摘要 i
Abstract ii
目次 iii
圖目次 vi
表目次 vii
壹、 緒論 1
一、 研究背景與動機 1
二、 研究目的 2
三、 研究問題 3
貳、 文獻探討 4
一、 邏輯思考能力(Logical Thinking) 4
二、 學習動機(Learning Motivation) 4
2.2.1 ARCS動機模式(ARCS Model Of Motivation) 5
2.2.2 缺動機(Amotivation) 6
三、 不適應性認知(Maladaptive Cognition) 7
四、 程式設計之自我效能(Self-efficacy) 7
五、 程式設計之學習成就 8
參、 研究方法 9
一、 研究架構 9
二、 研究假設 10
三、 研究對象 11
四、 研究工具 11
3.4.1 程式邏輯思考測驗 11
3.4.2 學習動機量表 11
3.4.3 不適應性認知量表 13
3.4.4 程式設計自我效能量表 13
3.4.5 程式設計之學習成就 14
五、 實驗流程 15
肆、 研究結果 18
一、 問卷調整 18
二、 敘述性統計資料 19
4.2.1 受測者基本資料 19
4.2.2 學習動機之敘述性分析 20
4.2.3 不適應性認知之敘述性分析 20
4.2.4 程式設計自我效能之敘述性分析 21
三、 問卷信效度檢測 22
4.3.1 問卷信度分析 22
4.3.2 問卷效度分析 23
四、 學習成效評估 27
4.4.1 資應Java程式語言課程學習成效評估 27
4.4.2 資應Python程式語言課程學習成效評估 28
4.4.3 資管Python程式設計課程學習成效評估 28
4.4.4 資應整體學習成效評估 29
4.4.5 兩班整體學習成效評估 30
五、 整體模型相關性檢定 32
4.5.1 資應班級學生Java程式設計課程學習成效影響 32
4.5.2 資應班級學生Python程式設計課程學習成效影響 33
4.5.3 資管班級學生Python程式語言課程學習成效影響 33
伍、 討論與結論 35
一、 討論 35
5.1.1 學習動機之影響 35
5.1.2 不適應性認知之影響 35
5.1.3 程式設計自我效能之影響 36
5.1.4 邏輯思考能力之影響 37
5.1.5 程式設計學習成就表現 37
二、 結論 38
5.2.1 研究假設驗證 38
5.2.2 學術貢獻 40
5.2.3 實務建議 41
5.2.4 研究限制與未來研究方向 41
附錄一 程式邏輯思考測驗 43
參考文獻 51
中文部分 51
英文部分 51
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