本研究讓學習者在課後時間使用提問式教學支援系統(QBISS)，針對高職計算機概論課程內容進行提問與回答，並探討學生在課後使用QBISS系統的學習情況及其對學生之學習成效和學習態度的影響。
研究參與者為某高商商業經營科一年級學生，取樣兩個班級，一班為實驗組，一班為控制組，兩班均為50人。實驗進行八週，課程範圍計四個單元，每一單元結束後實施小考，並配合學校進度，前兩單元結束後實施第二次期中考，後兩單元結束後實施期末考。實驗結束後，針對實驗組進行學習態度暨實驗流程問卷調查，以瞭解學習者對於使用QBISS系統進行提問及回答的學習態度。
研究結果顯示：(1)實驗組在三個單元小考、期末考及期末綜合成績上均比控制組高，且達顯著差異。(2)實驗組學生的提問次數、回答次數及文章發表總次數均與學期綜合成績有顯著正相關的關係。(3)學生認為在課後使用QBISS系統，能提高其提問意願，並且能促使學生進行課後複習、搜尋資料等學習活動。

This research required students to use QBISS during their after-class time to ask/pose questions and answer questions about computer concepts. This research intended to explore the effects of QBISS on students’ learning outcomes and attitudes.
Quasi-experimental design was implemented with two classes of a vocational high school. The experimental class and the control class both have fifty students. Experiment included four course units and was administered for eight weeks. Students had a quiz after each unit, a midterm test after the first two units, and a final test after the other two units. To evaluate the learning attitudes toward QBISS, a questionnaire survey was administered in the experimental class at the end of the experiment.
The results showed that: (1) Students of the experimental class had significant higher scores than those of the control class in three quizzes, the midterm test and the final scores. (2) Students’ final scores were statistically significant correlated with the number of questions, the number of answers and the total number of articles they post. (3) Most students think using QBISS after class can enhance their willingness of questioning and prompt them to review the learning materials and search correlative information.

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