| 摘要: | 本研究之主要目的在瞭解以學習風格作為分組依據，對國小學生自然科成就的影響；探討不同分組的國小學生之分組態度差異情形；探討自然科成就與分組態度之關係；比較不同性別的國小學生在學習風格與分組態度之差異；最後探討採用學習風格分組的國小學生，在自然課的互動情形。 本研究以準實驗研究為主，問卷調查為輔，採用結構性觀察，研究對象為嘉義市某國小六年級72名學生。使用的研究工具有國小學生學習風格量表、國小學生分組態度量表、國小學生學習風格分組之學生互動觀察表等三種，以淨相關、t檢定、單因子變異數分析、單因子共變數分析、卡方統計量等統計方法，對資料進行分析。 本研究主要發現如下：一、排除前測後，單獨學習型組的自然科成就顯著高於同儕學習型組以及未符合學習風格的混合組。二、性別、學習風格分組對國小學生的分組態度均無顯著差異。三、排除前測後，分組態度與自然科成就的淨相關為正，但不顯著。四、國小學生的學習風格類型偏好同儕學習，而且學習風格類型不受性別因素影響。五、互動行為上，單獨學習型組和同組同學互動最少；同儕學習型組和同組同學互動最多；無強烈偏好型組的學生比較傾向與同儕互動。但未符合學習風格的混合組，其互動行為模式與實驗組不一致。六、實驗組的性別是影響互動多寡的因素之ㄧ。同性別的互動行為比不同性別的互動更頻繁，又女生與女生的互動多於男生與男生的互動。 本研究最後依據研究結果，對採用學習風格分組提出各項建議，供教育人員及未來研究之參考。
The purposes of this study were to investigate the learning style of elementary students in Taiwan, and discuss its influences on students' academic performance in natural science. The study compared the academic performance and grouping-attitude between different learning styles and gender, studied the relationship between grouping-attitude and academic performance. Moreover, the researcher observed the class interaction between subjects of different learning styles. The study was carried out in the form of quasi-experimental design, aided by structural observation. Subjects of 72 elementary students were evaluated by the instruments, including the Learning Style Scale, Grouping-Attitude Scale, and Group Interaction Observation Checklist. The data were analyzed by Partial-correlation, t-test, ANOVA, Chi-square Test, and One Way ANCOVA. The main findings are as follows: 1. According to ANCOVA, the ＂learning-alone＂ group performed better than learning-with-peers and mixed-group in the achievement of natural science. 2. Concerning learning style, most elementary students prefer learning-with-peers, and there was no significant difference between gender. 3. There was no significant difference in grouping-attitude between different gender and learning style. 4. According to Partial-correlation, there is positive correlation between grouping-attitude and academic performance, but it did not reach statistical significance. 5. Concerning class interaction, learning-alone group had less interaction with group members than other groups, and the learning-with-peers had higher interaction frequency. 6. There were more interactions between same gender, and interaction frequency between female subjects was higher than male ones. Finally, some educational implications and suggestions for further studies were made according to the findings. |
