七年級學生地理學習態度研究

Abstract

過去研究往往發現地理是學生不喜歡的科目。本研究以全國七年級學生為對象，探討七年級學生的地理學習態度。研究的自變項涵蓋個體、教師、課程三個層面。個體因子有學生性別、學校位置、地理重要性、地理學業成就；教師因子有性別、畢業科系、教學年資、教學革新、班級氣氛；課程因子有課程時數、教材難易度、事實材料支持性。研究設計採分層比例抽樣抽取五十個班級，有效樣本為1392人，佔回收問卷92.99％。進行地理態度分析、地理態度差異分析、地理態度迴歸分析之結果如下。 一、學生在「地理態度」構面上平均為3.27分，顯示其態度為正 向，整體而言喜歡地理。 二、在態度差異分析方面，「學生性別」與「課程時數」這兩個背景變項有顯著差異。男生顯著比女生更喜歡地理，而每週一點五節課的學生顯著比一節課的學生更喜歡地理。「學校位置」、「教師性別」、「畢業科系」、「教學年資」這四個背景變項則無顯著差異。 三、透過迴歸分析顯示，「事實材料支持性」、「地理重要性」、「教材難易度」、「班級氣氛」、「教學革新」與「地理學業成就」六個因子對「全體地理態度」皆有顯著的解釋力，解釋力以第一項最大，依序漸減。 四、在正向地理態度迴歸分析方面，研究發現「地理重要性」、「教學 革新」、「班級氣氛」、「教材難易度」、「事實材料支持性」這五個 因子對「正向地理態度」可聯合解釋40.6％的變異量。 整體來說，全國七年級學生喜歡地理。本研究發現課程因子對於地理態度的相對重要性，未來宜朝課程因子做改善。

Previous research often found that geography is not a favorite subject to most students. This study investigates Taiwan’s seventh-grade students’ attitude towards geography based on factors from three aspects: individual, teacher, and curriculum. Individual factors are students’ gender, school location, the importance of geography, and geography academic achievement. Teacher factors are teachers’ gender, background of training, seniority, teaching innovation, and classroom atmosphere. Curriculum factors are hours allocated for geography course, difficulty of materials, and support of geographic facts. Fifty classes are selected by stratified and proportional sampling with 1392 valid samples, which account for 92.99% of all participants. Statistical methods adopted include descriptive statistics of attitude towards geography, differences test and regression analysis. The results of the study are as following. 1. The mean score of attitude towards geography is 3.27, which indicates that students’ attitude towards geography is generally positive. 2. Male students significantly demonstrate a more positive attitude than female students do. The results also demonstrate that students taking 1.5 hours of geography course show a more positive attitude than those with one hour. However, there are not statistically significant differences in school location, teacher’s gender, teacher’s background and seniority. 3. Result of regression analysis indicates that the attitude towards geography is significantly related to all of the six factors, including the importance of geography, teaching innovation, classroom atmosphere, difficulty of materials, support of geographic facts and geography academic achievement. Among these factors, the support of geographic facts explains best. 4. In regression analysis of positive attitude, the result indicates that the attitude towards geography is significantly related to the five factors, including the importance of geography, teaching innovation, classroom atmosphere, difficulty of materials, and support of geographic facts. It contributes about 40.6 % of variance being explained. The seventh-grade students in Taiwan like geography on average. This study finds that curriculum factors are important to attitude. Further improvement on curriculum factors are suggested.