心智圖融入技術型高中電子學課程對學生學習動機及學習成就之影響

The Effects of Mind Map into Vocational High School Electronics Courses on Student’s Learning Motivation and Learning Achievement

本研究旨在探討心智圖融入技術型高中電子學課程對學生學習動機及學習成就之影響，並透過實驗組與控制組之比較，來檢視其差異。研究對象為臺北市某技術型高中電機與電子群資訊科二年級兩班學生共71人，採準實驗研究設計，一班為實驗組，一班為控制組，兩組課程內容均以電子學課程之串級放大電路、場效應電晶體單元為主題進行設計。實驗組採用心智圖方式進行教學，控制組則維持傳統講述式教學模式。教學實驗歷經六週共十二節課，於教學前後施予測驗，主要以單因子共變異分析探討電子學學習動機及學習成就的差異，並佐以小組回饋紀錄評量。
本研究結果顯示，實驗組學生在電子學學習動機及學習成就上的表現皆優於控制組學生。學生透過心智圖的習得及運用，不僅感到新鮮有趣，促使其願意參與學習活動，提高自我對學習的內在價值；亦因更容易掌握電子學課程的重點與學習關鍵，增進學生的學習信心，期待自身在課程上的收穫；同時對於心智圖教學模式抱持正向的學習態度，也提高其投入學習的意願，是以心智圖教學能有助學習者的學習表現。

The aim of this study was to delve into the effects of mind maps incorporated into technical high school electronics courses on students’learning motivation and achievement. It was carried out based on quasi-experimental design, recruiting 71 second-grade students from Department of Computer Science of Electrical and Electronics Engineering group (in Taipei City) public technical high school as the sample. These participants were from two classes. One class, consisting of 37 students, served as the experiemntal group and undertook electronics teaching with mind maps incorporated. The other class, comprised of 34, worked as the control group and received didactic method. This study lasted for six weeks, during which the electronics Learning Motivation Inventory (LMI) was used as the instrument to measure students’learning movitation. LMI was applied in pre-test and post-test respectively to examine whether there was a significant difference in students’learning motivation. Additionally, the semester grade for electronics in first semester of the academic year and the first monthly grade in second semester of the academic year were collected as the pre-test and post-test of students’learning achievement to investigate whether any significant difference existed. After the six-week experiment, quantitative data were analyzed via utilizing descriptive statistics and Analysis of covariance. The results of this study were as follows. First, mind maps incorporated into teaching did help students of Electrical and Electronics Engineering group in technical high school boost their learning motivation for electronics. Second, mind maps incorporated into teaching enabled students of Electrical and Electronics Engineering group in technical high school to significantly improve their learning achievement. Based on the findings, the study will provide educators and future researchers with the idea that students’learning motivation and achievement can be enhanced by incorporating mind maps into teaching.