A Study of Junior High School Teacher's andStudent's Perception towards the Chinese Classroom Learning EnvironmentUsing Electronic Textbooks

• Main Authors: Wei, Hsiu-Ling, 魏秀玲
• Other Authors: Wu, Weishen
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/64790146676728542276

碩士 === 大葉大學 === 管理學院碩士在職專班 === 101 === Very often, junior high school students have lost their interests in Chinese classroom. However, using electronic textbooks may improve teacher-student interaction and enhance student’s learning outcomes. In order to understand what teachers and students perceive the Chinese learning environment while the electronic textbooks is used, this study aims to: (1) develop an inventory of learning environment perception for Chinese class using electronic textbooks in junior high school; (2) analyze the expected and actual perceptions held by teachers and students toward this learning environment; (3) analyze the effects of gender and learning styles on students’ perceptions of this learning environment; (4) test the relationship between students’ perceptions of this learning environment and their learning outcomes. Based on the prior scales validated by other subject domains, an inventory of learning environment perception for Chinese class using electronic textbooks was instrumented. Kolb’s(1984) “The scale of learning styles” was adopted to measure students’ learning styles. Participants’ two sectional test scores for Chinese represented as their leanring outcomes. A total of 10 teacher samples and 342 effective student samples were collected in the Nantou county. The exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were employed to test the inventory’s validity and reliability. Descriptive statistics, t-test, and one-way ANOVA were used to test the hypotheses. Results showed: (1) the inventory, entitle as “My Chinese Classroom”, had good reliability and validity for the Chinese classroom learning environment when using electronic textbooks; (2) significant difference between teachers’ and students’ expected and actual perceptions towards such learning environment; (3)Among the teachers’ and students’ perceptions of such learning environment, the exploration dimension was ranked as the highest one while the cooperation dimension was ranked as the smallest one; (4) No significant difference between teachers’ and students’ actual perceptions toward such learning environment; (5)No gender difference on students’ actual perception toward such learning environment; (6)Junior high students with different learning styles perceived different learning environment particularly on equality, exploration, and work-oriented dimensions; (7)There is a significant relationship between students’ perceptions toward the Chinese learning environment of using electronic textbooks and their learning outcomes. Overall, “My Chinese Classroom” inventory can be used to measure teachers’ and students’ expected and actual perceptions towards the Chinese learning environment of using electronic l textbooks and to predict students’ learning outcomes. To create the positive perception of learning environment, teachers should improve their interaction with different learning styles of students when using the electronic textbooks in the classroom. Key Words：electronic textbook、perception of learning environment、learning style、learning outcome