[[alternative]]The Study of Multimedia Computer-Assisted Instruction on Problem Solving Ability and the Effectiveness of Engineering Drawing and Learning and Retention

碩士工業教育與技術學系[[abstract]]本研究目的在探討多媒體電腦輔助教學對問題解決能力、機械製圖學習成效與學後保留影響之研究。為有效達成研究目的，本研究所使用的研究工具包括：空間能力量表、機械製圖學習態度量表、機械製圖學習成就前後測量表及自編之問題解決能力量表等；研究設計採不等組準實驗設計進行實驗教學，以國立彰化師範大學附屬高級工業職業學校綜合高中部學生為研究對象，實驗組44人，控制組39人，共83人。所得資料除建立描述性統計資料外，並以單因子多變量共變數分析、重複量數變異數分析、典型相關分析、獨立樣本t考驗及配對t考驗等考驗各項研究假設。本研究之研究結果為： 1.個人背景變項部分： 受試學生每天使用電腦時間在2至3小時間之受試學生其機械製圖學習成效高於每天使用電腦時間2小時以下的受試學生，且又比每天使用電腦時間3小時以上受試學生機械製圖學習成效較高。 2.不同空間能力的受試學生在機械製圖學習成效上無顯著差異。 3.不同教學分組的受試學生機械製圖學習成效並無顯著差異。 4.不同教學分組的受試學生學後保留成效具有交互作用及顯著差異。 5.空間能力與問題解決能力及機械製圖學習成效之相關部分： (1)受試學生之空間能力與機械製圖學習成效具顯著典型相關。 (2)受試學生之空間分能力與問題解決能力間無顯著典型相關。[[abstract]]The purpose of this study was to investigate Multimedia Computer-Assisted Instruction on problem solving ability, the effectiveness of engineering drawing and learning and retention. The instruments of this study were consisted of spatial ability test, engineering drawing achievement pretest and posttest and Problem-Solving Inventory compiled by the author etc. The experimental design for this study was an unequal group quasi-experimental. There were 83 subjects, one class was random by selected as experimental group (44 students), another class was selected as controlled group (39 students),enrolled in the students of department of comprehensive high of the Affiliated Industrial Vocational High School of National Changhua University of Educational. Besides building of descriptive statistics, the ONE-Way Multivariate Analysis of Covariance (MANCOVA), TWO-Way Repeated Measure Analysis of Covariance, independent sample t-test, paired t-test and Canonical correlation were conducted to test all hypotheses. The results of analysis were listed briefly as follows： 1.The student’s background did significantly affect the performance of engineering drawing： Students who spent 2-3 hours were significantly higher under 2 hours, and were also significantly higher upward 3 hours with computer every day in the performance of engineering drawing. 2.Students’ spatial ability were no significantly differences in the performance of engineering drawing. 3.Students of experimental group and control group were no significantly differences in the performance of engineering drawing. 4.Students of experimental group and control group were interaction and significantly differences in the performance of learning and retention. 5.To be related to spatial ability and problem solving ability, the performance of engineering drawing： (1)The student’s spatial ability and the performance of engineering drawing was significantly correlation. (2)The student’s spatial ability and problem solving ability was no significantly correlation