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1	電腦輔助教學對國小學童閩南語通用拼音教學成效之研究 ; A Study of CAI (Computer-Assisted Instruction) Effects for Elementary School Children in Minnan Dialect Universal Spelling Teaching
	黃振郎; LANG HUANG CHEN. - 0000-00-00
	Abstract: 中國語文學系 ; 摘要本研究採準實驗研究設計，以國小六年級兩班為實驗組，進行電腦自主學習與電腦輔助教學之實驗教學；另一班為控制組，進行傳統教學，來比較不同性別與不同學習風格之學生分別接受不同教學方法之後，學習成就與學習保留上的差異。以及針對閩南語通用拼音教學學習成效與前一學期國語、數學與英語三科學習成績之相關、迴歸考驗，同時也與家長社經地位進行相關、迴歸考驗。為驗證假設，學習成就與學習保留採用二因子共變數分析統計方法處理。而相關、迴歸考驗則採用逐步迴歸分析。歸納分析結果，得到以下結論：一、閩南語通用拼音教學學習成就方面（一）在實驗教學後，學生在閩南語通用拼音教學學習成就上不會因為性別與教學法的不同而有顯著差異。（二）在實驗教學後，不同性別的學生在閩南語通用拼音教學學習成就上的表現並無顯著差異。（三）在實驗教學後，學生在閩南語通用拼音教學學習成就上會因為學習風格與教學法的不同而有顯著差異：自主學習組：收斂者高於發散者、同化者高於發散者、同化者高於調適者。電腦輔助教學組：同化者高於調適者。（四）在實驗教學後，不同教學法的學生在閩南語通用拼音教學學成就上的表現有顯著差異：電腦輔助教學組高於電腦自主學習組、電腦輔助教學組高於傳統教學組。二、閩南語通用拼音教學學習保留方面（一）在實驗教學後，學生在閩南語通用拼音教學學習保留上不會因為性別與教學法的不同而有顯著差異。（二）在實驗教學後，學生在閩南語通用拼音教學學習保留上不會因為學習風格與教學法的不同而有顯著差異。（三）在實驗教學後，不同性別的學生在閩南語通用拼音教學學習保留上的表現有顯著差異：女生高於男生。（四）在實驗教學後，不同教學法的學生在閩南語通用拼音教學學習保留上的表現無顯著差異。（五）在實驗教學後，不同學習風格的學生在閩南語通用拼音教學學習保留上的表現無顯著差異。三、與前一學期國語、數學、英語學習成績之相關方面：（一）在Pearson積差相關考驗上，閩南語通用拼音教學學習成就與前一學期國語科、英語科與數學科三科呈現顯著的表現。（二）在逐步多元迴歸分析上，英語科對於閩南語通用拼音教學學習成就有32 7%的預測力。（三）英語對閩南語通用拼音教學學習成就的影響為正向，即學生的英語成績愈高，則學生有較佳的閩南語通用拼音教學學習成就表現。四、與家長社經地位之相關方面：（一）在Pearson積差相關考驗上，閩南語通用拼音教學學習成就與家長社經地位之父親教育、父親職業與母親教育呈現顯著的表現。（二）在逐步多元迴歸分析上，父親教育與父親職業對於閩南語通用拼音教學學習成就有12 8%的預測力。（三）父親教育與父親職業對閩南語通用拼音教學學習成就的影響為負向，即父親教育程度較低、職業較屬於低層，則閩南語通用拼音教學學習成就有較好的表現。 ; Abstract A quasi-experimental design was used in this study The experimental groups were two classes of six-grade students from the elementary school and the control group was another class The independent learning with computer and the computer-assisted instruction were implemented in the experimental groups while the control group was implemented in the traditional way to compare their differences between the learning achievement and the learning retention Moreover the data regression analysis was taken to compare the learning grades of Chinese Mathematics and English last semester and the socioeconomic status of parents The data analyses adopted two-way ANOVA and Multiple Regression Analysis The findings of this study were as follows 1 The Learning Achievement of Minnan Dialect Universal Spelling Teaching (1)After the experiment there was no significant difference in different genders and instructions (2) After the experiment there was no significant difference in different genders (3) After the experiment there was significant difference in the students’ learning styles and instructions In the group of the independent learning:;in the group of the computer-assisted instruction: (4) After the experiment there was also significant difference in different instructions of students: the students in group of the computer-assisted instruction are higher than that of the independent learning with compute; the students in group of the computer-assisted instruction are higher than that of the traditional way 2 The Learning Retention of Minnan Dialect Universal Spelling Teaching (1)After the experiment there was no significant difference in different genders instructions (2) After the experiment there was no significant difference in the students’ learning styles and instructions (3) After the experiment there was significant difference in different genders: females are higher than males (4) After the experiment there was no significant difference in the students’ learning styles 3 Compared to the Learning Grades of Chinese Mathematics and English Last Semester (1)With Pearson’s Product-Moment Correlation there was significant effect between the learning achievement of Minnan dialect universal spelling teaching and the learning grades of the three subjects: Chinese Mathematics and English last semester (2)With Stepwise Multiple Regression Analysis there was 32 7% prediction for English to the learning achievement of Minnan dialect universal spelling teaching (3)English had a positive impact with the learning achievement of Minnan dialect universal spelling teaching In other words the better English grades student had the better learning achievement of Minnan dialect universal spelling teaching student made 4 The Socioeconomic Status of Parents (1)With Pearson’s Product-Moment Correlation there was significant effect between the learning achievement of Minnan dialect universal spelling teaching and the socioeconomic status of parents: father’s education father’s career and mother’s education (2)With Stepwise Multiple Regression Analysis there was 12 8% prediction for father’s education and career to the learning achievement of Minnan dialect universal spelling teaching (3)Father’s education and career had a negative impact with the learning achievement of Minnan dialect universal spelling teaching In other words the lower education and career father had the better learning achievement of Minnan dialect universal spelling teaching student made
	Keyword: Computer-Assisted Instruction; Instruction; Learning Style; Minnan Dialect Universal Spelling Teaching; The Learning Achievement; The Learning Retention; The Socioeconomic Status of Parents; 學習保留; 學習成效; 學習風格; 家長社經地位; 教學法; 閩南語通用拼音教學; 電腦輔助教學
	URL: http://140.127.82.166/bitstream/987654321/5597/1/index.html http://140.127.82.166/handle/987654321/5597
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