資訊科技融入教學策略對國小高年級學童學習成效之研究

A Study on Learning Achievement of Integrated Information Technology into Instruction at Fifth and Sixth Grade in Elementary Schools

本研究旨在瞭解資訊科技融入教學策略對國小高年級學童學習成效的現況及相關情形，並探討不同性別、年級、父母教育程度、每週可使用電腦時間的國小高年級學童在學習成效上之差異。本研究以新北市某國民小學為研究範圍，抽取共23個班級610位高年級學童為研究樣本。研究工具為研究者編修之「教學策略與學習成效問卷」，研究資料以描述性統計、ｔ檢定、ANOVA、積差相關與等統計方法，進行資料處理與分析。
本研究發現有四：1.國小教師運用資訊科技融入教學策略現況良好。2.國小教師運用資訊科技融入教學學習成效現況良好。3.教師實施資訊科技融入教學策略對國小高年級學童學習成效因其性別和年級而有差異；但不因父母教育程度、每週可使用電腦時間而有差異。4.教師實施資訊科技融入教學策略對國小高年級學童學習成效有顯著相關。本研究最後根據研究結論提出各項建議，以供實務應用與未來研究之參考。

The study aims to investigate the overview and related situations for the learning achievement of integrated information technology into instruction at the fifth and sixth grade in elementary, in addition to analyzing the difference of learning achievement in fifth and sixth graders with different gender, age, parental education, and weekly time for access to computers. The study objects comprised students from an elementary school in New Taipei City, with sample of 23 classes and 610 fifth and sixth graders acting as the research sample.
The study tools include the self-prepared “Teaching Strategy and Learning achievement Questionnaire，” using descriptive statistics, t-test, ANOVA, Pearson correlation and other statistical methods on the research data to undergo data processing and analysis.
The major findings of this study are as follows: 1. Elementary school teachers show excellence teaching strategies for application of integrated information technology into instruction. 2. Elementary school teachers show excellent learning achievement for application of integrated information technology into instruction. 3. When teachers implement integrated information technology into instruction at fifth and sixth grades in elementary school learning achievement does vary according to gender and grades. However, learning achievement do not vary due to the different parental education and weekly time to access computers. 4. There is a significant correlation between teaching strategy of teachers implementing integrated information technology into instruction learning achievement in elementary school fifth and sixth graders. Finally, based on the findings and conclusions, recommendations were also proposed for future study.