鷹架類型與先備知識對高職電腦軟體應用課程之成效探討

The Effect of Scaffolding and Prior Knowledge on Vocational High School Students' Performance in Technician Certificate Curriculum of Computer Software Application

本研究旨在探討鷹架類型與電腦先備知識對學習者在「乙級電腦軟體應用」檢定課程之學習成效與學習態度的影響。研究樣本為北縣某私立高職資料處理科的學生。研究變項包含鷹架類型、電腦先備知識，鷹架類型分為「程序鷹架」與「後設認知鷹架」，電腦先備知識分為「高電腦先備知識」與「低電腦先備知識」。研究結果發現：(1)後設認知鷹架組的學習成效較程序鷹架組佳；(2)高電腦先備知識學習者的學習成效優於低電腦先備知識學習組。

The purpose of this study was to investigate the effects of type of scaffolding and computer prior knowledge on vocational high school students' performance in Technician Certificate Curriculum of Class B Skill Category of computer software application. Participants were 98 voluntary vocational high school students. Research variables included the type of scaffolding (procedural scaffolding vs. meta-cognitive scaffolding) and computer prior knowledge (high vs. low). The results showed that a) the metacognitive scaffolding facilitated learners' project performance， including the applications of Access， Excel and Word software; and b) high computer prior knowledge learners achieved better learning performance.