階段性自我導向學習及多媒體輔助教學導入桌球課程之評估=Evaluation of introducing Staged Self-directed Learning and Multimedia-Assisted Teaching to Table Tennis Course

Abstract

目的：本研究旨在探討多媒體輔助教學及階段性自我導向學習對於桌球初級課程學習成效之效果。方法：研究以臺灣大學桌球初級學生共166人為對象，瞭解學生在接受混合教學及傳統教學之教學成效差異。研究分為混合教學組（多媒體輔助教學及階段性自我導向學習）和傳統教學兩組，並以前－後測程序以了解兩組學生在自我導向學習及桌球技能的成效。結果：本研究結果顯示，學生在自我導向學習及桌球技能之後測表現皆優於前測表現。而在兩組教學成效的比較上，接受上述混合教學組之學生，在自我導向學習、桌球技能的得分顯著優於傳統教學組學生。結論：研究支持混合教學方式有助於提升學生自我導向學習能力，且對於桌球技能表現上有顯著效果，而研究結果也期盼能提供未來大學桌球課程之參考。 Purpose: This study aims to investigate the learning effects of table tennis courses into which multimedia-assisted teaching and staged self-directed learning are introduced. Method: The participants of the research were 166 National Taiwan University students taking table tennis basic courses. Students were separated into two groups: blending instruction (multimedia-assisted teaching and staged self-directed learning) and traditional instruction. According to the results of pre-test and post-test taken by the participants, the results of self-directed learning and students' table tennis skills in each group are analyzed. Results: The study indicates that all the post-test results perform better than the results of the pre-tests in respect of self-directed learning and students' table tennis skills. In comparison with the students who accepted traditional instruction, those who accepted blending instruction show better post-test results in terms of self-directed learning and table tennis skills. Conclusion: The study suggests that blending instruction is helpful for students to develop self-directed learning ability and improve table tennis skills. The results can also serve as a reference for future table tennis courses in colleges.