翻轉教室學習模式下自我效能、內在價值及測試焦慮與學習成就之交互影響:以微積分課程為例

Translated title of the contribution: The Correlation between Self-efficacy, Intrinsic Value, Test Anxiety and Learning Achievement in Flipped Calculus

陳 姵蓉, 康 以諾, 英 家銘(Jia-Ming Ying), 唐 功培(Kung-Pei Tang)

Research output: Contribution to journalArticle

Abstract

This study investigate the effect of the Flipped-Classroom Format on Calculus Learning Experience. Measure Instrument was the revised version of the Motivated Strategies for Learning Questionnaire which developed by Pintrich and De Groot. Sample of this study were 179 pharmacy students who were enrolled in calculus class in the fall semester 2015. The independent variables of this comparative study was the flipped classroom as instructional intervention (90 in control group; 88 in experimental group 88).The dependent variables were students' perception of self-efficacy, intrinsic value, their test anxiety and learning achievement in the calculus class. The control variables were the gender and students' initiated learning performance in calculus. Results indicate that students in experimental group did have significantly better learning achievements than students in control group. The learning achievement of the students in experimental group is significantly positive correlated with their perception of the calculus learning self-efficacy.
Translated title of the contributionThe Correlation between Self-efficacy, Intrinsic Value, Test Anxiety and Learning Achievement in Flipped Calculus
Original languageTraditional Chinese
Pages (from-to)71-103
Number of pages33
Journal嘉大教育研究學刊
Issue number38
Publication statusPublished - 2017

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