不同性別之國小學生參與親子共學程式設計之成效評估

Effects of Parent-Child Learning Programming Together on Elementary School Students with Different Gender

本研究旨在探討親子共學程式設計的實施成效及不同性別學生在學習態度及學習成就的影響。本研究採準實驗研究法之不等組前後測設計，辦理一場為期兩天12 小時的電腦科學營活動，以國小五年級學生及家長為主要研究對象，其中實驗組參與親子共學程式設計，對照組為個人程式設計學習，因屬小樣本故採用無母數統計法來加以檢定。本研究發現:(一)實驗組學生在學習態度上並未優於對照組。(二)實驗組學生在學習成就上的表現優於對照組學生。(三)本實驗教學對於男生親子配對程式設計組在程式設計學習態度之價值性面向上有提升效果。(四)本實驗教學對於親子配對程式設計組無論男、女學生，其Scratch 程式設計學習成就的提升效果最佳。(五)實驗組學生及家長對於此一教學方式及程式設計學習，均抱持正向肯定的看法。

 

This study explored the effects of a parent–child learning programming together on elementary school students’ learning performance and attitudes and compared outcomes by gender. The study adopted a nonequivalent pretest–posttest design and involved two groups: an experimental group of 11 parent–student pairs and a control group of 10 students working alone. The participants learned Scratch programming in a 2-day computer science camp. Because the sample size was small, data were analyzed using a nonparametric method. No significant difference in learning attitudes between the groups was observed. However, the experimental group had more favorable learning outcomes than did the control group. In the experimental group, male students outperformed female students in the part of programming value. The parents and students in the experimental group reported positive attitudes toward the intervention.