The survey of motivation and strategies for Taiwan adolescent learners in robotics of learning domain.

• Main Authors: Yuan-Yen Huang, 黃元彥
• Other Authors: Eric Zhi-Feng Liu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/74785353291694619952

碩士 === 國立中央大學 === 學習與教學研究所 === 100 === This study implemented the questionnaire survey for measuring high school students’ motivation and strategies in robotics of learning domain. Besides, this study similarly examined the main effect of background variables (gender and social economy status) on motivation and strategies in learning robotics. Finally, the aim of this study was to explore the relationship among motivational and strategic variables in learning robotics, and to predict the variance of each strategy using regression analysis. The inventory in this study for robotics of learning domain was adapted from the framework of Motivated Strategy for Learning Questionnaire (MSLQ). The statements of each item were modified according to the learning content of robotics activities. After deleting unadequate items and integrating suited factors using statistical analysis, Nine factors including 44 items were constructed in RMSLQ-HS (Robotics Motivated Strategy for Learning Questionnaire-High School version): personal and situational interest goal, extrinsic interest goal, self-efficacy, and learning anxiety. In the result of RMSLQ-HS survey, gender made significant difference in information seeking that boys are expert in technological and informational resources. Besides, social economy status (SES) made significant difference in self-efficacy that the high level SES learners have more confidence than low level ones in learning robotics. Overall, the answers from RMSLQ-HS indicated that students’ personal and situational interest goal was significantly higher than other motivational variables, and that the scores of critical thinking and peer learning were significantly higher than other strategic variables. In addition to learning anxiety, most motivational variables were high significantly correlated to high level of cognitive strategies. Additionally, personal and situational interest goal as well as self-efficacy explained 46% variance for critical thinking. In conclusion, high school learners’ personal and situational interest goal as well as self-efficacy made better correlation with high level cognitive strategies and resource management. Even in the prediction of these strategies, the two motivational variables made high explaination as well. The implications of the findings for robotics of educational and learning domain are discussed for instructors, coaches and parents.