Clickers辅助的英语课堂满意度指标研究

A study on English Classroom Satisfaction Index Assisted by Clickers

运用双变量相关系数分析、结构方程模型和效度、信度俱佳的问卷量表,从随机选择的227名参与者中采集数据,探讨Clickers辅助的英语课堂满意度指标及其性别差异.结果认为,Clickers辅助的英语课堂满意度与交互性、自我效能感和自我调节度呈正相关,而性别差异无显著效应.另外,交互性、自我效能感和自我调节度三者呈显著正相关.虽然满意度指标不局限于此三变量,仍能对将来研究投票技术的满意度提供重要参考.

Using bivariate correlation coefficient analysis,structural equation model and the questionnaire scale with good validity and reliability,this paper explores Clickers-assisted English classroom satisfaction index and its gender difference by collecting the data from randomly selected 227 participants.The results show that the satisfaction of English classroom assisted by Clickers is positively correlated with interactivity,self-efficacy and self-regulation degree,but the gender difference has no significant effect.In addition,interactivity,self-efficacy and self-regulation are significantly positively correlated.Although the satisfaction index is not limited to these three variables,it can still provide an important reference for future research on the satisfaction of voting technology.