國高中學生在校外教育機構學習運算思維和程式邏輯成效因素分析

Analysis of Factors Affecting Junior High and Elementary School Students' Effectiveness in Learning Computational Thinking and Programming Logic in Extracurricular Educational Institutions

10.6306/JITE.202407_(17).0006

温廷宇(WEN,TING-YU)；鄭國明(ZHENG,GUO-MIN)

運算思維 ； 程式邏輯 ； 學習態度 ； 學習滿意度 ； 學習成效 ； Computational Thinking ； Programming Logic ； Learning Attitude ； Learning Satisfaction ； Learning Effectiveness

工業科技教育學刊

17期（2024 / 07 / 01）

113 - 134

繁體中文;英文

研究背景：隨著我國108課綱將程式設計納入國高中必修課程，受國內升學主義影響，許多家長和學校偏向重視升學考試科目，而在國中階段，程式設計課程常容易被忽視。近年來，儘管仍有此現象存在，然而，不少家長逐漸意識到學習程式設計的重要性，開始尋求體制外的補教業者或社會組織辦理的培訓課程。研究目的：由於校外教育機構提供的課程通常較為靈活，專注於培養學生的程式設計能力，因此本研究旨在瞭解這類課程對學生的影響，統計分析探討性別、教育程度、是否參加過校外教育機構的運算思維和程式邏輯課程對「學習動機」、「學習態度」、「學習滿意度」、「學習成效」等潛在變項的因果關係。研究方法：國高中學生學生為樣本，以校外教育機構運算思維和程式邏輯教學滿意度量表為研究工具，使用問卷調查資料分析。研究結果：一、男生在學習動機、學習態度、學習滿意度和學習成效高於女生，且皆達顯著性差異。二、國中學生在學習動機、學習態度、學習滿意度和學習成效高於高中學生，且皆達顯著性差異。三、參加過校外教育機構課程的學生在學習動機、學習態度、學習滿意度和學習成效皆高於無參加的學生，且皆達顯著差異。四、學習動機、學習態度、學習滿意度和學習成效之間皆呈顯著正相關。五、以學習滿意度為中介效果，學習動機會透過學習滿意度對學習成效有顯著正向影響。六、以學習成效為中介效果，學習態度會透過學習成效對學習滿意度有顯著正向影響。研究結論：本研究有助於了解學生對程式設計課程的參與動機、對課程的態度、滿意度，以及學習成效的表現。幫我們更全面地評估校外教育機構的程式設計課程在學生中的影響，進而提供相應的教育改進建議。

Background: In response to the 108th curriculum guidelines incorporating programming into the national high school curriculum, the prevalence of college entrance examination-oriented education in our country has prompted increased emphasis on subjects related to these exams by parents and schools. Consequently, programming courses are frequently marginalized during junior high school. Despite the persistence of this trend, a growing number of parents are gradually recognizing the significance of learning programming. Consequently, they are now seeking training courses provided by extracurricular education providers or social organizations. Purpose: As courses provided by extracurricular educational institutions are typically more flexible and focus on cultivating students' programming skills, this study aims to understand the impact of such courses on students. Utilizing statistical analysis, the research explores the causal relationships among gender, educational level, participation in extracurricular educational institutions courses on computational thinking and programming logic, and key variables such as "learning motivation," "learning attitude," "learning satisfaction," and "learning effectiveness." Methods: The study employs junior and senior high school students as the sample population and utilizes a questionnaire survey with the in extracurricular educational institutions computational thinking and programming logic instruction satisfaction scale as the research instrument. Results: (a) Male students exhibit significantly higher levels of learning motivation, attitude, satisfaction, and effectiveness compared to their female counterparts. (b) Junior high school students demonstrate significantly superior levels of learning motivation, attitude, satisfaction, and effectiveness than their high school counterparts. (c) Students who have engaged with extracurricular educational institutions manifest significantly elevated levels of learning motivation, attitude, satisfaction, and effectiveness compared to those who have not participated. (d) A significant positive correlation exists among learning motivation, attitude, satisfaction, and effectiveness. (e) With learning satisfaction as a mediating factor, learning motivation exerts a significant positive impact on learning effectiveness. (f) With learning effectiveness as a mediating factor, learning attitude demonstrates a significant positive impact on learning satisfaction. Conclusions: This study contributes valuable insights into students' motivation, attitudes, satisfaction, and learning effectiveness in programming courses. It facilitates a comprehensive assessment of the influence of programming courses organized by extracurricular educational institutions on students, thereby offering pertinent suggestions for educational enhancements.