[[alternative]]A Study for Learning Effectiveness of Computer Simulation Program Used in Practical Course “ Basic Electricity” for Vocational High School Students in Division of Refrigerating and Air-conditioning

碩士工業教育與技術學系[[abstract]]摘 要 本研究旨在探討電腦模擬軟體教學使用在高職冷凍空調科專業實習「基本電學實習」之學習成校研究，本研究採不等組前測—後測之準實設計。使用工具包括（1）專業基礎能力測驗量表；（2）學習成就測驗（學科測驗量表）；（3）學習成就測驗（術科測驗量表）（4）電腦模擬軟體學生學後態度量表等。 本研究選取國立員林崇實高級工業職業學校冷凍空調一年級乙班40人為研究對象，分為兩組，其中控制組21人，實驗組19人，實施為期八週48小時的實驗教學。於實驗教學前先對全體樣本進行前測，其目的主要瞭解實施實驗教學前學生在專業基礎能力上的差異 。實驗過程中，控制組採傳統教學方式處理，實驗組採用電腦模擬軟體教學進行實驗處理。實驗教學八週後，實施學習成就測驗包括學科測驗及術科測驗；實驗組則增加電腦模擬軟體學生學後態度量表測驗。 本研究採用資料分析之統計方法，計有獨立樣本t考驗、單因子共變數分析（ANCOVA）、Pearson積差相關係數考驗、庫李信度（KR-20）（Kuder—Richardson Reliability）等方法考驗研究假設。茲將本研究所獲得的結論敘述如下： 一、電腦模擬軟體教學經實驗教學與統計分析結果顯示，經八週的學習後，在學習成就（學科測驗）的表現上，成績高於傳統教學方式。 二、電腦模擬軟體教學經實驗教學與統計分析結果顯示，經八週的學 習後，在學習成就（術科測驗）的表現上，成績高於傳統教學方式。 三、節省教學時間及借器材的時間，實施電腦模擬軟體教學有絕對的必要性。 四、電腦模擬軟體教學不具危險性，學生在做實習時不會產生恐懼感，可增加學生的學習信心。 五、電腦模擬軟體教學由學生學後態度反應表中，得知學生在學習基本電學實習時使用電腦模擬軟體教學在『技能向度』的平均數為最高，在學生學習成就---術科測驗經統計分析結果達顯著差異，在平均分數比較結果，使用電腦模擬軟體教學的成績遠高於傳統教學方式，可證實電腦模擬軟體教學適合使用在實習科目的教學上。 六、由於電腦模擬軟體教學電腦顯示的數值較為正確且一致，對學習者而言，對自己的學習結果較具有信心。 七、由於實驗用之教學軟體具備全中文化，在實施電腦模擬軟體教學時學生學習沒有語言上的障礙，學習上較無困難。[[abstract]]A Study for Learning Effectiveness of Computer Simulation Program Used in Practical Course “Basic Electricity” for Vocational High School Students in Division of Refrigerating and Air-conditioning ABSTRACT The purpose of this study was to investigate the learning effectiveness of computer simulation program used in practical course “Basic Electricity” for vocational high school students in Division of Refrigerating and Air-conditioning. Quasi-experiment design was used for the study, and the instruments consisted of pretests and posttests: (I) professional basic ability test, (II) achievement test(paper test), (III) achievement test(skill test), and (IV) computer simulation program learning attitude inventory and questionnaires. Two groups of students participated in this study for eight weeks. The experimental group has 19 members, and the control group 21. Pretests were given to both groups in the beginning of the semester in order to understand the differences of professional basic ability between the two groups. The experimental group was taught by using computer simulation program, and the control group was taught through traditional teaching strategy. After eight weeks, the posttests were administrated. The achievement tests included paper-and-pen tests and skill tests, and the computer simulation program learning attitude inventory and questionnaires extra for the experimental group. The finding and conclusions are listed as follows: (A) The results of this study revealed that after eight weeks’ learning, the achievement tests(paper tests)’ grades in the experimental group were significant better than the control group. (B) The results of this study revealed that after eight weeks’ learning, the achievement tests(skill tests)’ grades in the experimental group were significant better than the control group. (C) It is absolutely necessary for the teachers to use the computer simulation program because it saves a lot of time of teaching and borrowing the instruments. (D) It increases the confidence of learning. The students won’t fear to practice, while the computer simulation program is not dangerous at all. (E) The results of computer simulation program learning attitude inventory and questionnaires revealed that the grades of the experimental group were significant better than the control group in the achievement tests---skill tests. It proves that the computer simulation program teaching is useful in practical courses. (F) The figures revealed by the computer simulation program are more precise. It gives the learners much trust in the result of learning. (G) The program used in this experiment is a Chinese version, and the students had no difficulties in using