行動學習對高中學生地理科成效之研究

Research on Senior High School Students’ Geography Course by Mobile Learning

本研究旨在探討「行動學習教學法」對於高中生在地理學科領域的學習成效影響。本研究使用HTC FLYER為行動載具與翰林版數位教材、「Learn Mode數位教學平台」系統進行教學，以高雄市某高中二年級共四班114名學生，實驗組61人採取行動學習教學模式，對照組53人採取傳統講述教學模式，進行一學期的教學研究。採用準實驗研究法與問卷調查法探究行動學習教學模式下的實驗組學生的地理學習感受度的相關性及預測性研究。經由SPSS統計軟體進行分析。實驗與問卷結果顯示：1. 行動學習教學模式可提升學生學習成效。2. 外部變數對於知覺有用性與知覺易用性均呈現顯著正相關。3. 知覺有用性與知覺易用性對於學習滿意度呈現顯著正相關。4. 學習滿意度對於學習成效呈現顯著正相關。5. 外部變數對於知覺有用性與知覺易用性均具解釋力。6. 知覺有用性與知覺易用性兩者對於學習滿意度具有解釋力。7. 學習滿意度對於學習成效具有解釋力。

This study aims to explore the effects of mobile learning on high school students' Geography course grade. In this study, mobile device “HTC Flyer” and digital teaching resource “Learn Mode” developed by Hanlin publisher are applied in the curriculum.This study was conducted on 114 eleventh graders divided into the experimental group (61) and the controlled group (53). The “mobile learning” teaching was applied to the experimental group, while traditional lecturing was given to the controlled group. The data for the effectiveness analysis was done in SPSS based on the Geography monthly examinations. The results of the subjects’ monthly test grades were analyzed; the quantitative analysis of questionnaires was later conducted as a complement to the conclusions of this study. The major results of this study can be listed as follows: 1.“Mobile Learning” teaching can improve students’ grades. 2. External variables have positive correlations with the perceived usefulness and perceived ease of use. 3. The perceived usefulness and perceived ease of use have positive correlations with learning satisfaction. 4. Learning satisfaction has a positive correlation with learning achievements. 5. External variables can explicate both the perceived usefulness and perceived ease of use. 6. The perceived usefulness and perceived ease of use together can explicate learning satisfaction. 7. Learning satisfaction can explicate learning achievements.