桌球專業課程介入對國小五年級學童學業成績影響之研究

目的：本研究目的欲瞭解12週桌球專業課程介入對國小學童學業成績的影響。方法：研究受試者招募彰化地區某國小五年級學童，共計39名，隨機分派為實驗組20名（10.05±0.22歲）與控制組19名（10.05±0.23歲），實驗組學童於早修時間進行每週三次的桌球專業介入課程，控制組則無介入，兩組於介入前、後以瑞文氏矩陣推理測驗平行本(SPM-P)及獨立樣本t檢定(independent t-tests)、二因子混合設計分析方法(two-way mixed design ANOVA)，進行基本資料、智力及學業成績檢測，了解兩組在介入前、後之差異性。結果：研究結果顯示：兩組受試者在基本資料背景變項及智力前測表現上無顯著差異，但於智力測驗混合設計分析顯示兩組間有交互作用(P=0.019)；實驗組後測成績顯著優於前測(P=0.001)，在學業成績表現上，兩組前、後測並無顯著差異。結論：本研究結果顯示12週桌球專業課程介入有助於提升國小學童智力水準，可提供為教育工作者制定運動課程時之重要參考依據。

Purpose: This study aimed to investigate the effects of a 12-week table tennis training intervention on elementary school students' intelligence and academic performance. Methods: The recruited Participants were fifth graders from an elementary school in Changhua City, with a total of 39 students. They were randomly assigned to the experimental group of 20 and the control group of 19. The students in the experimental group had taken the table tennis training intervention, which lasted 12 weeks and was offered three times per week during their self-study time in the morning (7:50-8:30, 40 minutes per session). The students in the control group had no intervention. The basic information, intelligence, and academic performance of the participants in both groups were examined through Standard Progressive Matrices-Parallel (SPM-P), independent t-tests, and two-way mixed design ANOVA before and after the training, to spot the differences between both groups before and after the intervention. Results: The students in both groups had no significant difference in their basic information variables and intelligence at the pre-test. However, an interaction between groups was demonstrated by the analysis of two-way mixed design ANOVA on the intelligence test (p=0.019). The experimental group performed significantly better in the post-test than in the pre-test (p=0.001). As for academic performance, both groups had no significant difference in the pre-test and post-test. Conclusions: The results of this study show that the intervention of a 12-week table tennis training program is effective in improving the intelligence of elementary school students. This can provide vital references to educators when designing courses in physical education and training programs.