The Effect of Computer Software Application B-Level Flipped Teaching on the Learning Motivation of Senior High School Students

• Main Authors: HSU,PEI-WEN, 徐沛汶
• Other Authors: LO,HAO-CHANG
• Format: Others
• Language: zh-TW
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/2bqfrc

碩士 === 國立臺中教育大學 === 數位內容科技學系碩士在職專班 === 106 === This study aimed to use the flipped education concept to design the curriculum of the Class B Certification for Computer Software Application by changing the teaching style of teachers and the learning pattern of students to investigate the influence of course design on the motivation for students in the technical internship courses. The research adopted a quasi-experimental design, where the experimental group received the flipped courses and the control group remained in the traditional didactic teaching, as 98 sophomore students of a technical high school in Taoyuan were included through purposive sampling. With Keller's (1983) ARCS motivation model as the theoretical basis, the author modified the "Learning Motivation Scale" for quantitative data research tool, supplemented by qualitative information from "class observation records" and "student interviews" to explore in-depth the impact and the difference in learning motivation, as well as the underlying implication and the students' experience of flipped courses, to mutually verify (triangulation) the correlations. The research tool, learning motivation scale, under the factor analysis, indicated the cumulative variance as 75.203% and the Cronbach's α coefficient of the total scale was 0.968, suggesting that the scale was reliable and valid. The analysis of covariance was performed on the experimental results of the learning motivation scale, yielding F=0.673 and P=0.414>0.05, which was not statistically significant and thus, no difference in learning motivation between the experimental group and the control group. When the experimental results were combined with qualitative data, it was found that variance in learning motivation was instead affected by course content, student attributes, study habits, live performance, teacher trust and other factors. Lastly, this study would propose recommendations for subsequent researches in the future.