心理与教育统计学之有效学习策略探析

Effective Learning Strategies of Statistics in Psychology and Education

研究目的在于探讨学习初等统计学之有效学习策略。研究对象为修习心理与教育统计学的学生50人。研究工具为统计学期中与期末测验、学习策略量表以及半结构式访谈大纲。学生于期中与期末测验所测得的能力值透过共同题等化,作为统计学的学习表现。学习策略量表改编自过去已发表的研究工具。结果发现,期中认知策略得分与期末学习表现有相关;而期中学习表现则与期末认知策略得分、期末学习表现均有相关。从质性数据获悉,研读原文书、积极投入Moodle预习测验与教科书提供的在线测验、做笔记、和同学相互讨论以及考试前妥善准备,都是有效且可行的认知策略。

The purpose of the present study is to explore the effective learning strategies of introductory statistics. The participants of the study were 50 college students enrolled in Statistics in Psychology and Education in the fall semester of 2011. The measurement tools were midterm and final term exam,learning strategy scale, and semi - structured interview. Learning performance was measured by midterm and final exams and students＇ twice theta values were linked by common item calibration. The learning strategy scale was adopted and revised from previous study. The quantitative results revealed that the cognitive strategy score of the midterm test and final test score were correlated ; meanwhile, the midterm test, cognitive strategy score of the final test, and final test performance were also correlated. The qualitative data indicated that the strategies that participants used were studying English textbook, active participating in pre - tests on Moodle and online tests provided by on the publisher, taking notes, discussing with classmates, and preparing for the exams.