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Title:	混成學習模式對偏遠地區國中英語科補救教學學生英語學習成效之研究 A Study of Blended Learning on English Remedial Students’ Achievement of Junior High School in Rural Area
Authors:	李小玲 Lee, Hsiao-Ling
Contributors:	胡悅倫李小玲 Lee, Hsiao-Ling
Keywords:	混成學習補救教學英語學習成效英語學習態度偏遠地區 Blended learning Remedial program English achievement Learning attitude Rural area
Date:	2019
Issue Date:	2020-01-03 16:00:16 (UTC+8)
Abstract:	本研究旨在探討混成學習模式對偏遠地區國中英語科補救教學學生英語學習成效之影響。本研究採準實驗不等組前後測設計，並輔以師生質性訪談。研究對象為新北市某偏遠地區國中八年級英語科補救教學學生，實驗組15名，控制組12名，總計27名學生。進行六週每週3節教學實驗。實驗組採搭配「Cool English英語線上平臺」之混成學習法，控制組採「傳統面對面講述法」。本研究所使用之研究工具包含「英語學習成就測驗」、「英語學習態度量表」、「平臺滿意度調查表」。研究結果如下：一、混成學習模式對於提升偏遠地區國中英語科補救教學學生之學習成效，在形成性評量未見顯著成效，但在總結性評量呈現效果。二、混成學習模式對於偏遠地區國中英語科補救教學學生之英語學習態度改變，無具體成效。三、實驗組學生對於使用「Cool English英語線上平臺」輔助學習持正向回饋。綜觀成就測驗及態度量表之研究結果，輔以師生訪談紀錄及筆者課堂觀察，歸納現今偏遠地區補救教學學生面臨的學習困境為：長期缺乏動機、文化刺激不足及學習持續力低、家庭照顧系統失功能及家庭經濟狀況不佳，使至學習成效不易提升。本研究結果，可供教育行政單位、英語科補救教學教師及未來相關研究之參考。 This study aimed to investigate how blended learning model as a remedial program affects English remedial learners` English learning achievement and attitudes in rural area. The purpose of the study is to promote the effectiveness of the remedial program in junior high schools in rural area and also provide some suggestions for teachers and the educational institutes. A quasi-experimental design was implemented and the focus group interviews were also carried out. The teachers conducted participant observations in the classroom while the experimenting. The subjects were 27 eighth-grade English remedial students including the experimental group ( n =15 ) for blended learning and the control group ( n =12 ) for traditional face-to-face. The blended learning English remedial instruction lasted for six weeks, 3 classes per week. The instruments include English achievement rest, English learning attitude, and students’ perception of English instruction with Cool English learning website. The research findings are as follows. 1.The blended learning model helps to improve the learning outcomes in the summative evaluation only, even though not significant in formative evaluation. 2.There is no significant difference in learning attitude between the experimental group and the control group. 3.Most experimental students have positive opinions of “Cool English Learning Website”. 4.The challenge of the remedial program is that students lack of motivation, cultural stimulation and persistence.
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Description:	碩士國立政治大學學校行政碩士在職專班 105911021
Source URI:	http://thesis.lib.nccu.edu.tw/record/#G0105911021
Data Type:	thesis
DOI:	10.6814/NCCU201901296
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