評價歷屆試題精熟學習對基本護理成績與自我導向學習能力之成效：準實驗研究

The Effectiveness of Mastery Learning with Past Examination Questions on Academic Achievement and Self-Directed Learning Ability in Fundamental Nursing : A Quasi-Experimental Study

目的：本研究透過準實驗設計，評估以歷屆試題為基礎的精熟學習策略，對護理學生自我導向學習能力及基本護理學學業成就之影響。方法：以北市某護理專科二年級學生106名為對象，實驗組54人採精熟學習介入，內容包括針對歷屆試題進行練習、訂正與個別回饋，對照組52人採傳統教學。研究介入18週，於前測、後測及延宕測蒐集自我導向學習量表及學業成績。於2020年8月31日至2021年2月28日進行填寫問卷。以SPSS 20版統計軟體進行資料分析。結果：實驗組在學業成績顯著優於對照組（p < .05），顯示精熟學習有助於提升學業表現；然而，在自我導向學習量表各分量表中，兩組差異多未達顯著，甚至在學習動機、人際互動溝通及總平均上，對照組進步幅度更高（p < .05）。結論：以歷屆試題為基礎的精熟學習策略能顯著提升護理學生的基本護理學成績，但對自我導向學習能力的增進效果有限。未來課程設計宜延長介入時程，並結合動機增強與反思性學習策略，以更全面培養護理學生的自主學習能力。

Purpose: This quasi-experimental study aimed to evaluate the effects of a mastery learning strategy based on past examination questions on nursing students' self-directed learning ability and academic achievement in fundamental nursing. Methods: A total of 106 second-year nursing students from a nursing junior college in Taipei participated in the study. The experimental group (n = 54) received mastery learning interventions, which included practice with past examination questions, error correction, and individualized feedback, while the control group (n = 52) received traditional instruction. The intervention lasted 18 weeks, and data on the Self-Directed Learning Instrument (SDLI) and academic achievement were collected at pretest, posttest, and delayed posttest. Questionnaires were administered between August 31, 2020, and February 28, 2021. Data analysis was conducted using SPSS version 20. Results: The experimental group achieved significantly higher academic performance than the control group (p < .05), demonstrating that mastery learning effectively improved academic achievement. However, no significant improvements were found in most self-directed learning subscales, and the control group showed greater progress in learning motivation, interpersonal communication, and overall SDL scores (p < .05).
Conclusion: Mastery learning using past exam questions significantly improved academic achievement in fundamental nursing but had limited effects on self-directed learning ability. Future curriculum design should extend the intervention duration and incorporate motivational enhancement and reflective learning strategies to comprehensively foster nursing students's elf-directed learning skills.