簡易檢索 / 詳目顯示

研究生: 束凱文
Shu, Kai-Wen
論文名稱: 程式設計補習班國中小學生之學習動機研究
A Study of the Learning Motivation of K-9 Students in After-School Programming Classes
指導教授: 吳正己
Wu, Cheng-Chih
口試委員: 游志弘
Yu, Chih-Hung
林育慈
Lin, Yu-Tzu
吳正己
Wu, Cheng-Chih
口試日期: 2023/07/24
學位類別: 碩士
Master
系所名稱: 資訊教育研究所
Graduate Institute of Information and Computer Education
論文出版年: 2023
畢業學年度: 111
語文別: 中文
論文頁數: 62
中文關鍵詞: 自我決定論程式設計補習班動機
英文關鍵詞: Self-Determination Theory, Programming, Tutoring, Motivation
研究方法: 調查研究
DOI URL: http://doi.org/10.6345/NTNU202301680
論文種類: 學術論文
相關次數: 點閱:186下載:0
分享至:
查詢本校圖書館目錄 查詢臺灣博碩士論文知識加值系統 勘誤回報
  • 面對資訊科技教育的全球潮流,台灣也將其列為必修,但實施上遇到問題。家長因此轉向補習教育,程式設計補習班的需求增加。儘管動機自主性對學習程式有顯著影響,但補習程式設計動機的相關研究卻有限。因此本研究期望探究學生程式設計補習的動機及持續意願之相關性,並了解不同背景參與者在這些構面間的差異。
    本研究的理論基礎為 「自我決定論 ( Self-Determination Theory, SDT ) 」 ( Deci & Ryan, 1985 ),綜合相關研究後建構出研究架構。本研究參與者為台灣某兒童程式設計教育機構之三年級以上學生,藉由問卷收集參與者的家庭背景、補習動機及持續意願等資料,研究過程皆確認了調查的匿名和自願性。經過施測,最後保留了 205 個有效樣本進行研究,均為國小三年級至國中的學生,分佈在各縣市。
    研究結果發現: (1) 研究參與者展現出較高的自主動機、較低的受控動機及無動機 (2) 年級與內在調節構面呈負相關,但與其他動機構面無關 (3) 不同家長學歷、經濟狀況、居住地區在各動機構面上並無差異 (4) 越自主的動機與持續補習意願越呈正相關,而無動機則與持續意願呈負相關 (5) 在動機連續體中,越接近的動機之間越呈正相關,越遠的動機之間越容易呈負相關 (6) 相對於學校,研究參與者較認同補習班的程式設計課程與師資。
    建議未來可探討學生在學科上的年級與動機的相關性、性別與城鄉之間的差異、學生對學校與補習班的程式課程態度存在差異的原因。

    Faced with the global trend of information technology education, Taiwan has made Information Technology a compulsory subject in its K-12 school curriculum. It resulted in an increasing demand for after-school programming classes. As motivation is an important factor for students’ learning, particularly self-motivation affects students learning programming, studies on student’s motivation to take after school programming classes is very limited. This study explores the relationship between students' motivation and willingness to continue attending after-school programming classes, as well as how students’ different backgrounds correlates with their motivation.
    The study is based on the Self-Determination Theory (SDT) (Deci & Ryan, 1985). Participants in this study were grades 3 to 9 students, who attended a children's coding education institution in Taiwan. Participants’ family background, motivation, and willingness to continue taking classes were collected through a questionnaire. The research process ensured the anonymity and voluntariness of the participants. A total of 205 valid participant data were collected. Participants distributed across various counties and cities.
    The research findings are as follows: (1) Study participants displayed higher autonomous motivation, lower controlled motivation and amotivation. (2) Grade level negatively correlated with intrinsic regulation, but had no correlation with other motivational regulations. (3) Parental educational background, economic status, and residential area showed no differences across various motivational dimensions. (4) Higher autonomous motivation correlated positively with the willingness to continue taking after-school programming classes, while amotivation correlated negatively. (5) In the motivational continuum, motivations that are closer together were more positively correlated, while those that are more distant were more likely to be negatively correlated. (6) Compared to schools, participants favored the curriculum and teaching provided in the after-school programming classes.
    Future research could explore the correlation between students' grade level and subjects on their motivation. By revising the sampling method, future research should further investigate the effects of genders and urban/rural areas, and students’ attitudes towards school classes and after-school classes.

    誌謝 i 摘要 ii Abstract iii 目錄 iv 表目錄 vi 圖目錄 vii 第一章 緒論 1 第一節 研究背景與動機 1 第二節 研究目的 4 第三節 名詞解釋 5 第二章 文獻探討 6 第一節 我國程式設計教育現況 6 第二節 我國程式設計補習教育現況 9 第三節 自我決定論 12 第四節 基於自我決定論的動機量表 15 第五節 個人不同背景的動機差異 18 第六節 動機對程式設計學習的影響 21 第三章 研究設計與實施 24 第一節 研究架構 24 第二節 研究參與者與實施流程 25 第三節 研究工具 26 第四節 資料處理與統計分析 30 第四章 結果與討論 32 第一節 學生背景變項之調查結果 32 第二節 動機量表的信效度以及各動機構面之得分 36 第三節 學生對學校和補習班課程的看法 38 第四節 背景變項與動機之間的分析 40 第五節 動機與持續學習意願之關聯 46 第五章 結論與建議 47 第一節 結論 47 第二節 未來研究建議 50 參考文獻 52 中文文獻 52 英文文獻 54 附錄一 補習程式設計之動機調查問卷 60

    邱柏升、鍾華栩 (2021)。國中小學實施程式教育之問題與建議。台灣教育研究期刊, 2卷1期 (2021 / 01 / 01), P325 - 334
    林育慈、吳正己 (2016)。運算思維與中小學資訊科技課程。教育脈動,6。
    林倖妃 (2013)。十二年國教 問題在沒有配套。天下雜誌,523 期。取自 https://www.cw.com.tw/article/5049470
    林舜苓 (2012)。臺灣國民補習教育政策發展之研究—以國小補校為中心 (1945-2010)。國立中興大學歷史學系所碩士論文,台中市。 取自https://hdl.handle.net/11296/y4z99u
    陳韻涵、楊清波 (2018)。新課綱明年上路!國高中學程式設計 憂「催補習風氣」。TVBS。取自 https://tw.news.yahoo.com/新課綱明年上路-國高中學程式設計-憂-催補習風氣-061433170.html
    教育部 (2014)。十二年國民基本教育課程綱要總綱。教育部。
    教育部 (2018)。十二年國民基本教育課程綱要 國民中學暨普通型高級中等學校 科技領域。教育部。
    教育部 (2021)。教育消費支出調查概況。教育部。取自 https://stats.moe.gov.tw/files/ebook/Edupay/108edupay_primary.pdf
    教育部 (網)。教育部委託高雄市政府教育局設計之直轄市及各縣市短期補習班資訊管理系統。教育部。
    教育部 (網)。教育統計進階查詢系統。教育部統計處。
    游昊耘 (2021)。教改、少子化…補教熱潮未歇。聯合報。取自 https://udn.com/news/story/6885/5429019。
    蔡立勳 (2019)。教改成功了嗎?補習班近30年來爆增45倍。天下雜誌。取自 https://www.cw.com.tw/article/5098378。
    蔡崇華 (2019)。中小學生學習程式設計動機之研究。國立臺灣師範大學高階經理人企業管理碩士在職專班 (EMBA)碩士論文,台北市。 取自https://hdl.handle.net/11296/xvbkry
    Allan, B. A., Autin, K. L., & Duffy, R. D. (2016). Self-determination and meaningful work: Exploring socioeconomic constraints. Frontiers in Psychology, 7, Article 71. https://doi.org/10.3389%2Ffpsyg.2016.00071 
    Amanda Ripley (2013). The $4 Million Teacher. The Wall Street Journal. Retrieved from https://www.wsj.com/articles/SB10001424127887324635904578639780253571520 
    Bergin, S., & Reilly, R. (2005). The influence of motivation and comfort-level on learning to program. Psychology of Programming Interest Group, pp. 293–304. 
    Comeau, G., Huta, V., Lu, Y., & Swirp, M. (2019). The Motivation for Learning Music (MLM) questionnaire: Assessing children’s and adolescents’ autonomous motivation for learning a musical instrument. Motivation and Emotion, 43(5), 705–718. https://doi.org/10.1007/s11031-019-09769-7 
    Deci, E. L. (1971). Effects of externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology, 18(1), 105–115. https://doi.org/10.1037/h0030644 
    Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Berlin: Springer Science & Business Media. https://doi.org/10.1007/978-1-4899-2271-7 
    Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 85–107). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006 
    Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627-668. https://doi.org/10.1037/0033-2909.125.6.627 
    Facey-Shaw, L., Specht, M., van Rosmalen, P., & Bartley-Bryan, J. (2020). Do badges affect intrinsic motivation in introductory programming students?. Simulation & Gaming, 51(1), 33-54. https://doi.org/10.1177/1046878119884996 
    Fırat, M., Kılınç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e‐learning environments. Journal of Computer Assisted Learning, 34(1), 63-70. http://dx.doi.org/10.1111/jcal.12214 
    Gomes, A., & Mendes, A. (2014, October). A teacher's view about introductory programming teaching and learning: Difficulties, strategies and motivations. In 2014 IEEE Frontiers in Education Conference (FIE) Proceedings (pp. 1-8). IEEE. https://doi.org/10.1109/FIE.2014.7044086 
    González, M. G., Swanson, D. P., Lynch, M., & Williams, G. C. (2016). Testing satisfaction of basic psychological needs as a mediator of the relationship between socioeconomic status and physical and mental health. Journal of Health Psychology, 21(6), 972-982. https://doi.org/10.1177/1359105314543962 
    Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051 
    Guay, F., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology / Psychologie canadienne, 49(3), 233–240. https://doi.org/10.1037/a0012758 
    Howland, K., Good, J., & Nicholson, K. (2009, September). Language-based support for computational thinking. In 2009 IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC) (pp. 147-150). IEEE. https://doi.org/10.1109/VLHCC.2009.5295278
    Huang, M. H. (2020). Compensatory advantage and the use of out-of-school-time tutorials: A cross-national study. Research in Social Stratification and Mobility, 66, Article 100472. https://doi.org/10.1016/j.rssm.2020.100472 
    Jiang, S., & Wong, G. K. (2017, December). Assessing primary school students' intrinsic motivation of computational thinking. In 2017 IEEE 6th International Conference on Teaching, Assessment, and Learning for Engineering (TALE) (pp. 469-474). IEEE. https://doi.org/10.1109/TALE.2017.8252381 
    Jonas, M., & Sabin, M. (2015). Computational thinking in greenfoot: Ai game strategies for cs1: Conference workshop. Journal of Computing Sciences in Colleges, 30(6), 8-10. 
    Kruglanski, A. W., Friedman, I., & Zeevi, G. (1971). The effects of extrinsic incentive on some qualitative aspects of task performance. Journal of Personality, 39(4), 606–617. https://doi.org/10.1111/j.1467-6494.1971.tb00066.x 
    Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28(1), 129–137. https://doi.org/10.1037/h0035519 
    Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates. Journal of Educational Psychology, 97(2), 184–196. https://doi.org/10.1037/0022-0663.97.2.184 
    Lewis, M. (2010). Problem Solving through Programming with Greenfoot. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.186.959&rep=rep1&type=pdf
    Li, H., Peng, M. Y. P., Yang, M., & Chen, C. C. (2020). Exploring the influence of learning motivation and socioeconomic status on college students’ learning outcomes using self-determination theory. Frontiers in Psychology, 11, Article 849.
    Lemos, M. S., & Veríssimo, L. (2014). The relationships between intrinsic motivation, extrinsic motivation, and achievement, along elementary school. Procedia-Social and Behavioral Sciences, 112, 930-938. https://doi.org/10.1016/j.sbspro.2014.01.1251 
    Manganelli, S., Cavicchiolo, E., Lucidi, F., Galli, F., Cozzolino, M., Chirico, A., & Alivernini, F. (2021). Differences and similarities in adolescents' academic motivation across socioeconomic and immigrant backgrounds. Personality and Individual Differences, 182, Article 111077. http://dx.doi.org/10.1016/j.paid.2021.111077 
    Mohanarajah, S. (2018, May). Increasing intrinsic motivation of programming students: Towards fix and play educational games. In I n SITE 2018: Informing Science+ IT Education Conferences: La Verne California (p. 906). http://dx.doi.org/10.28945/4027 
    Ortiz-Rojas, M. E., Chiluiza, K., & Valcke, M. (2017). Gamification in computer programming: Effects on learning, engagement, self-efficacy and intrinsic motivation. In 11th European Conference on Game-Based Learning (ECGBL) (pp. 507-514). 
    Pelletier, L. G., Fortier, M. S., Vallerand, R. J., Tuson, K. M., et al. (1995). Toward a new measure of intrinsic motivation, extrinsic motivation, and amotivation in sports: The Sport Motivation Scale (SMS). Journal of Sport & Exercise Psychology, 17(1), 35–53. https://doi.org/10.1123/jsep.17.1.35
    Petrovskaya, E. (2019). Not all fun and games: The design and evaluation of a game to increase intrinsic motivation in learning programming. University College London. http://dx.doi.org/10.13140/RG.2.2.14206.95045 
    Ruf, A., Mühling, A., & Hubwieser, P. (2014, November). Scratch vs. Karel: impact on learning outcomes and motivation. In Proceedings of the 9th Workshop in Primary and Secondary Computing Education (pp. 50-59). http://dx.doi.org/10.1145/2670757.2670772
    Ryan, R. M., & Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation and learning. Advances in Motivation and Achievement, 7, 115-149.  https://doi.org/10.1177/027243169401400207 
    Ryan, R. M., & Deci, E. L. (2000a). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68 
    Ryan, R. M., & Deci, E. L. (2000b). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020 
    Stohs, J. H. (1992). Intrinsic motivation and sustained art activity among male fine and applied artists. Creativity Research Journal, 5(3), 245–252. https://doi.org/10.1080/10400419209534438 
    Sun, Y., Fang, Y., & Lim, K. H. (2012). Understanding sustained participation in transactional virtual communities. Decision Support Systems, 53(1), 12–22. https://doi.org/10.1016/j.dss.2011.10.006 
    Vallerand, R. J., & Bissonnette, R. (1992). Intrinsic, extrinsic, and amotivational styles as predictors of behavior: A prospective study. Journal of Personality, 60(3), 599–620. https://doi.org/10.1111/j.1467-6494.1992.tb00922.x 
    Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts. Journal of Personality and Social Psychology, 87(2), 246–260. https://doi.org/10.1037/0022-3514.87.2.246
    Vansteenkiste, M., Sierens, E., Soenens, B., Luyckx, K., & Lens, W. (2009). Motivational profiles from a self-determination perspective: The quality of motivation matters. Journal of Educational Psychology, 101(3), 671–688. https://doi.org/10.1037/a0015083
    Wu, W., & Gong, X. (2021). Motivation and sustained participation in the online crowdsourcing community: the moderating role of community commitment. Internet Research, 31(1), 287-314. https://doi.org/10.1108/INTR-01-2020-0008 
    Zhang, D. (2005). Parent practices in facilitating self-determination skills: The influences of culture, socioeconomic status, and children's special education status. Research and Practice for Persons with Severe Disabilities, 30(3), 154-162. http://dx.doi.org/10.2511/rpsd.30.3.154

    無法下載圖示 本全文未授權公開
    QR CODE