「結合動機之時間管理課程」對國小高年級學生學習動機與時間管理之影響

Abstract

本研究旨在探討「結合動機之時間管理課程」對國小高年級學生的學習動機與時間管理之影響。主要目的有四：（一）設計一套適合國小高年級學生學習的「結合動機之時間管理課程」。（二）探討「結合動機之時間管理課程」對國小高年級學生的學習動機與時間管理之影響。（三）分析學生與家長對「結合動機之時間管理課程」的感受及想法。（四）根據研究發現，歸納結論與提出建議，以作為未來研究以及教師教學與輔導之參考。 本研究採準實驗單因子設計，以臺北市某國小五年級學生57人為研究對象，其中實驗組28人，控制組27人，實驗組接受為期六週，每週三節課，共計720分鐘的實驗課程之處理，而控制組則進行綜合領域原有之課程。研究以「國小學童時間管理量表」及「國小學童學習動機量表」為研究工具，分別於課程實施前後進行前、後測，再將所得資料以獨立樣本單因子共變數分析進行統計處理，並輔以「活動回饋單」、「課程總回饋單」、「學生訪談分析」、「家長回饋單」以及「教師省思札記」等質性資料，以了解教學實驗之效果。主要研究發現如下： 一、「結合動機之時間管理課程」能夠有效提昇學生的時間管理行為，尤其以「事情本身」分量表提昇效果最大。 二、「結合動機之時間管理課程」能夠有效的提昇學生的學習動機，尤其以「動機來源」部分效果最為明顯。 三、實驗組學生對「結合動機之時間管理課程」表示認同與喜愛，並且認為對其在認知、情意及實踐等層面上均有所助益。 四、家長對「結合動機之時間管理課程」抱持著認同而肯定的態度。 最後，根據本研究結果加以討論並提出具體建議，以作為未來教育輔導與相關研究之參考。The research aims to study the effects of ”The Time Management Courses which Combine Motivation” on learning motivation and time management for senior students in elementary schools. The four main purposes are as follows: (1) Design a time management courses which combine motivation which fits senior students in elementary schools. (2) Probe into the influence of ”The Time Management Courses which Combine Motivation” on learning motivation and time management for senior students in elementaryschools. (3) Analyze the feelings and ideas of the students and their parents about the time management courses. (4) According to the findings of the study, induct conclusions and bring up some suggestions for the references of future study and teaching and counseling for teachers. This research adopt one-factor quasi-experimental design, there were totally 57 fifth graders from an elementary school in Taipei participating in this study. Among the 57 students, 28 of them were assigned to the experimental group and 27 were assigned to the control group. The students in the experimental group went through 720 minutes experimental courses for 6 weeks, 120 minutes per week, while those in the control group didn’t experience any experimental courses. The study instruments were “The Inventory of Elementary School Students’ Time Management” and “The Inventory of Elementary School Students’ Learning Motivation” which were administered at the start and the end of the experimental courses. Those collected data were analyzed with independent samples one-way ANCOVA, and the qualitative data, including “activity feedback questionnaires”, “course total feedback questionnaires”, “student interview analysis”, “parents’ feedback questionnaires”, and “teacher’s reflective journals” for the purpose of surveying the effects of the experimental courses. The findings were presented as follows mainly: 1.”The Time Management Courses which Combine Motivation” can promote effectively time administration behavior of the students, especially on subscales of events themselves. 2.”The Time Management Courses which Combine Motivation” can improve effectively the learning motivation of the students, especially on subscales of motive source. 3.The students in the experimental groups took positive attitude toward ”The Time Management Courses which Combine Motivation”, and subjectively believed that the courses benefits them on cognition, affection and practice. 4.The parents of the students in the experimental groups took positive attitude toward ”The Time Management Courses which Combine Motivation” and approved it. Finally, based on the result of this study, the researcher also provided several concrete suggestions on education, counseling and future research.