因材網輔助教學對國小六年級學生數學學習動機、自我效能與學習成效之影響

Abstract

本研究旨在探討因材網輔助教學對國小六年級學生數學學習動機、自我效能與學習成效的影響。研究採準實驗研究法，單一組前後測設計進行，以臺北市某國小六年級一班25名學生為研究對象，實施為期六週的因材網輔助教學，並進行前後測以及質性訪談。研究工具包含「數學學習動機量表」、「數學自我效能量表」、「數學學習成效量表」及「訪談大綱」，並以描述性統計及層級迴歸分析等統計方法進行資料分析。研究結果顯示：（一）在學習動機與自我效能方面，學生整體呈現正向變化趨勢，尤其在「執行意志」及「自我信心」提升較明顯。（二）學生數學學習成效產生顯著正面影響。低成就學生的進步幅度高於高成就學生，證實因材網有助於縮小不同學習程度學生間的差距。（三）研究發現學習動機與自我效能對學習成效具有顯著調節作用。質性訪談結果發現，學生普遍認為因材網的影片講解詳細、可重複觀看，有助於理解數學概念。因材網輔助教學促進了課堂互動，低成就學生更勇於向高成就同儕請教問題；教師則肯定因材網縮短備課時間、提供宏觀教學視角的優勢，但也指出系統測驗題無法編修、課本練習題與因材網內容不易對應等困難。最後，研究者依據研究分析結果，分別對教育主管機關、因材網平臺、學校教師、學校學生以及未來研究方向給予建議。

This research aimed to investigate the impact of the Adaptive Learning Platform on sixth-grade elementary students' mathematics learning motivation, self-efficacy, and learning effectiveness. The study employed a quasi-experimental research method with a single-group pre-test/post-test design, targeting 25 sixth-grade students from an elementary school in Taipei City. The intervention involved six weeks of Adaptive Learning Platform-assisted teaching, followed by pre/post-tests and qualitative interviews. Research instruments included the "Mathematics Learning Motivation Scale," "Mathematics Self-Efficacy Scale," "Mathematics Learning Effectiveness Scale," and "Interview Guidelines." Data analysis was conducted using descriptive statistics and hierarchical regression analysis. Research results indicated: (1) Regarding learning motivation and self-efficacy, students generally showed positive trends, particularly in the "volitional control" and "self-confidence" dimensions. (2) Students' mathematics learning effectiveness was significantly positively impacted. Low-achieving students showed greater improvement than high-achieving students, confirming that the Adaptive Learning Platform helps narrow the gap between students of different achievement levels. (3) The research found significant moderating effects of learning motivation and self-efficacy on learning effectiveness.Qualitative interview results revealed that students generally believed the detailed video explanations of the Adaptive Learning Platform, which could be viewed repeatedly, helped them understand mathematical concepts. The Adaptive Learning Platform-assisted teaching promoted classroom interaction, with low-achieving students becoming more willing to seek help from high-achieving peers. Teachers affirmed the platform's advantages in reducing lesson preparation time and providing a macro-teaching perspective but also pointed out difficulties such as the inability to edit system test questions and the challenge of aligning textbook exercises with platform content. Finally, based on the research analysis results, the researcher provides recommendations for digital teaching practices, the Adaptive Learning Platform, and future research directions.