行動學習對臺灣學生學業成就影響之後設分析

A META-ANALYSIS OF THE EFFECTS OF MOBILE LEARNING ON STUDENTS' ACADEMIC ACHIEVEMENT IN TAIWAN

10.6151/CERQ.202009_28(3).0003

廖遠光(Yuen-Kuang Liao)；陳政煥(Cheng-Huan Chen)；楊永慈(Yong-Cih Yang)

行動學習 ； 無所不在學習 ； 學業成就 ； 後設分析 ； 臺灣學生 ； mobile learning ； ubiquitous learning ； academic achievement ； meta-analysis ； Taiwanese students

當代教育研究季刊

28卷3期（2020 / 09 / 30）

67 - 102

繁體中文

研究目的：本研究統整國內2005－2019年間以國人為研究對象之學位論文、期刊論文（包含發表於國外期刊之論文）、以及研討會論文，透過後設分析法探討行動學習對學生學業成就之整體影響，並進而分析可能影響學習成效的因素。研究設計／方法／取徑：本研究以行動學習、無所不在學習、mobile learning、m-learning、ubiquitous learning、u-learning為關鍵詞，至臺灣博碩士論文知識加值系統、華藝線上圖書館、臺灣期刊論文索引系統、Scopus、EBSCOhost、ProQuest、ScienceDirect及Web of Science等資料庫檢索相關文獻，最終採納81篇論文進行後設分析。研究發現或結論：整體而言，行動學習對學生之學業成就具有正向且顯著的效應，整體效果量為0.75（隨機效果模式），換言之，行動學習對學生學業成就的提升，顯著優於其它教學法（如：傳統講述式教學法），且達接近高度的效果。此外，透過調節變項的分析，發現學生之學業成就會受到「學科領域」及「實驗組分組方式」兩變項之調節作用而呈現差異。研究原創性／價值：本研究以後設分析統整了國內2005－2019年間的實徵研究，針對行動學習學生學業成就的影響提出具體結果。本研究也是國內第一篇以此為主題的後設分析，研究發現對教育政策制定者、教學者以及未來研究者應可提供相當之參考價值。

Purpose: In this study, a meta-analysis was performed to synthesize research investigating the effects of mobile learning on students' academic achievement in Taiwan. The research data were extracted from theses, peer review journals, and conference papers published between 2005 and 2019. Factors potentially moderating the overall effects were also examined. Design/methodology/approach: This study adopted mobile learning, m-learning, ubiquitous learning, u-learning as keywords searched from the National Digital Library of Theses and Dissertations in Taiwan, Airiti Library, Index to Taiwan Periodical Literature System, Scopus, EBSCOhost, ProQuest, ScienceDirect, and Web of Science. As a result, 81 studies were located and included in the meta-analysis. Findings/results: The results showed that mobile learning had a significantly greater effect than other types of learning (e.g., traditional instruction) on students' academic achievement (g+ = 0.75). In addition, 2 out of 10 moderator variables selected for this study (i.e., subject area and group size for the experimental group), had statistically significant impacts on the mean ES. Originality/value: This meta-analysis concerns empirical studies published between 2005 and 2019 in Taiwan and presents the overall results of the effects of mobile learning on student achievement. The study is also the first meta-analysis in Taiwan to specifically focus on this topic. The findings of this study could provide valuable suggestions for education decision makers, teachers, and future researchers.

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