不同背景國中學生對網路學習自我效能與網路學習成效之影響分析

Analysis of the Impact of Online Learning Self Efficacy and Effectiveness Among Junior High Schoo l Students from Different Backgrounds

網路學習者的背景變項是影響網路自我效能以及學習成效的重要因素，且網路學習自我效能與網路學習成效具有高度的關聯性。在國內新冠肺炎疫情發生前，較少以學校的實體課程轉化為網路課程為例進行學習成效的研究。因此本研究透過研究探知學校正式課程轉化為網路課程過程中影響學習成效的各種因素，以高雄市共864位國中學生為研究對象，運用t檢定、單因子變異數分析、多元迴歸等統計方法進行資料處理與分析。研究結果發現，網路學習自我效能與網路學習成效兩者變項間具有正向的影響關係，其中以自主學習與激勵對網路學習成效預測作用最大，即自主學習的意識與能力愈高，對於網路學習成效也越能提升。在不同背景變項影響方面，研究結果顯示，性別以及年級對網路自我效能有顯著差異，但對網路學習成效則無差異情形。而上網學習時間越長，在網路學習自我效能及學習成效皆表現越好。另外在學校地區方面，研究顯示原住民地區學校網路學習成效則顯著高於市區學校，推測其原因原住民地區上學可能較為不便，線上學習課程可提供在家學習的機會，因此對於網路課程滿意度及學習績效皆較市區學校為佳。

Background variables of online learners are essential factors influencing both online self-efficacy and learning outcomes, with a strong correlation between the two. Prior to the occurrence of the domestic COVID-19 pandemic, there were fewer studies examining the effectiveness of converting physical school courses into online formats. Therefore, this study aimed to explore various factors affecting learning outcomes during this process. It focused on 864 junior high school students in Kaohsiung City and employed statistical methods such as t-tests, one-way analysis of variance, and multiple regression for data processing and analysis. The research findings revealed a positive relationship between online self-efficacy and learning effectiveness, with autonomous learning and motivation being the most significant predictors of online learning effectiveness. Higher levels of awareness and ability in autonomous learning led to greater enhancement in learning effectiveness. Regarding different background variables, the study showed significant differences in gender and grade affecting online self-efficacy, but no differences were observed in learning effectiveness. Longer online learning durations were associated with better performance in both self-efficacy and effectiveness. Furthermore, in terms of school location, the study showed that schools in indigenous areas demonstrated significantly higher online learning outcomes compared to urban schools. This was attributed to potential inconvenience in attending school in indigenous areas, making online courses a preferable option for home-based learning. Consequently, satisfaction with online courses and learning performance were better in indigenous area schools compared to urban schools.