國中資優生獨立研究與學習風格的關係及獨立研究學習成效相關因素之研究

Studies on the Relationship between the Independent Studies of Gifted Junior High School Students and Their Learning Styles and the Relative Factors of Efficiency Derived from the Studies

本研究旨在探討國中資優生學習風格偏好的分布情形，以及資優生學習風格與獨立研究學習成效的相關。本研究以量的研究法為主，質的研究法為輔，進行問題變項之分析，及其相關因素之探討。在量化研究方面，以叢集取樣的方式抽取高雄市五所國中二年級普通班的學生 175 位及以目的取樣的方式選取高雄市九所國中一或二年級資優班學生 58 位，作為研究對象。所使用之研究工具為修訂「Renzulli 學習風格量表」及「學生獨立研究作品評量表」等兩種；在質性研究方面，則根據量化所分析的結果，以半結構方式做個別深入的訪談，以探討國中資優生學習風格與獨立研究學習成效的相關性。本研究主要發現如下：一、國中資優生的學習風格大部分較偏好直接教學、獨立研究、協同研究、同儕討論等四種類型。二、就性別而言，男女生有不同的學習風格偏好：（一）國中資優班男生學習風格比女生偏好科技教學、協同教學。（二）國中資優班女生學習風格比男生偏好直接教學、模仿教學、獨立研究、同儕討論及遊戲教學。三、根據量化分析結果，發現國中資優生學習風格對獨立研究學習成效的預測力分析並未達顯著水準(p>.05)，原因是本研究樣本的獨立研究學習成效，其得分非常接近之故。

This study pinpoints on the distribution and discrepancy of the preferred learning style among gifted and average students in junior high schools. A relationship between the gifted student's learning style and efficiency on his or her independent studies was also studied. Also， an analysis of variables and an exploration of their relative factors are primarily undergone through the quantity research method， and with the quality research as a minor method.　　The method was collected from 175 average 8th-grade students from five junior high schools in Kaohsiung. Three research tools were used for the study purpose. They were: the revised Renzulli's Learning Styles Inventory， the self­adopted Questionnaire on the Relative Factors of Gifted Junior High School Students' Independent Studies， and the Student Product Assessment Form of Independent Study. Findings and conclusions are:　　The gifted student favors the following four learning styles: direct instruction， independent study， projects， and peer discussion. Overall， the gifted student has higher proportion favoring on certain learning styles. There are significant difference on the learning styles discussed in A between the two groups of students， and the value is p＜.05; while there is no significant difference between genders on these styles with a value of p＞.05; There is no appealing evidence that an effective predictive analysis has been reached through the investigation of the gifted junior high school student's learning style to the efficiency of his or her independent study. The value is p＞.05.　　There are no significant differences that can relate the efficiency of independent study to the five variables: the gifted student's gender， whether he or she was also gifted in the elementary school， whether he or she had experience working on independent study， intelligence test， achievements. The value is p＞.05; The gifted student's efficiency on independent study has been influenced by his or her parents， with a higher efficiency when one of the parents have received higher education.