本研究旨在探討學習者運用WebQuest及Yahoo搜尋引擎進行網路搜尋學習活動時，其本身所具備之後設認知能力對網路搜尋結果之影響，並討論學習者之網路搜尋行為表現。研究對象為兩班國小五年級的學生，在實驗開始前，對學習者施以後設認知問卷衡量出每位學習者之後設認知能力；在實驗進行中實驗組學習者以WebQuest網站，控制組學習者則以Yahoo搜尋引擎進行網路搜尋學習活動，兩者同時需完成研究者所設計之搜尋任務。最後以積差相關、獨立樣本二因子變異數分析、獨立樣本t檢定等統計方法以及序列分析法進行資料分析。研究結果發現當學習者具較高程度之評估策略，以WebQuest進行網路搜尋學習活動時，其搜尋結果之表現會優於低評估策略程度的學習者。而另一方面，當學習者在以Yahoo搜尋引擎進行網路搜尋學習活動時，若具備較高之後設認知能力者，其搜尋結果之表現會明顯優於後設認知能力較低之學習者。

This thesis aims to study the searching behaviors and results of different learner’s ability of meta-cognition on WebQuest and Yahoo search engine. Two classes’ students at 5th grade of elementary school were invited. All the learners have to pretest the questionnaire of meta-cognition before experiment. The experimental group carries on web searching activities using WebQuest and control group carries on web searching activities by the Yahoo search engine. Both learners of two groups have to utilize their websites to answer the searching task designed by the researcher. The statistics methods of product-moment correlation, two-way analysis of variance, independent-samples t test, and sequential analysis were conducted to analyze the data. The results showed that the learners with higher degree of evaluation have the better searching results than the learners with lower degree of evaluation when they used the WebQuest in web searching activities. As for the learners with high ability of meta-cognition have the better searching results than the learners with low ability of meta-cognition when they used the Yahoo searching engine in web searching activities.

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