台中市國中學生電腦素養之研究

Abstract

本研究旨在瞭解台中市國中學生電腦素養現況及影響電腦素養之 相關因素，首先以文獻探討與蒐集方式，瞭解電腦素養內涵與影響電 腦素養之相關因素，其次編製「國中學生電腦素養調查問卷」作為研 究工具，針對台中市國中以隨機叢集抽樣方式抽取十一所學校，共計 411位學生進行問卷調查，將所得資料分別以百分比、平均數、標準 差、獨立樣本t考驗及單因子變異數分析（One-way ANOVA）等統計 方法，進行資料分析與處理。研究獲得下列結論： 一、整體而言，台中市國中學生電腦素養已達相當水準。 二、個人背景因素方面，顯示性別對國中學生在電腦素養整體表現 上並無顯著差異。 三、學校環境因素方面，顯示學校位置、學校規模等在電腦素養整 體表現上有顯著差異存在。 四、學校設備因素方面，顯示班級電腦對國中學生在電腦素養整體 表現上有顯著差異存在；其電腦教室數、開放電腦教室等對國 中學生在電腦素養整體表現上並無顯著差異存在。 五、電腦經驗因素方面，顯示參加電腦社團、每週使用電腦時間、 玩過電腦遊戲等對國中學生在電腦素養整體表現上並無顯著差 異存在。 六、家庭電腦環境因素方面，顯示家中有個人電腦、家中可連接網 際網路、父母親支持學習電腦、家中可討論電腦問題者等對國 中學生在電腦素養整體表現上並無顯著差異存在。

The research aimed to understand the current conditions of the computer literacy of junior high school students in Taichung city, and the related factors that affected their computer literacy. First the study was conducted by literature review to understand the meaning of computer literacy and the related factors, and then a questionnaire, entitled “Evaluation of the computer literacy of junior high school students,” was designed as a research tool. 411 second grade students were randomly chosen from 11 junior high schools in Taichung to conduct the survey. Evaluation and analysis were then made by using variety of statistic methods such as means, stardard deviation, independent sample t-test, and One way ANOVA, etc. The findings were summarized as below. 1. In general, the computer literacy of junior high students in Taichung city met the required level , which could be said quite good. 2. As for personal backgrounds, gender showed no significant difference in the whole performance of students’ computer literacy. 3. As for the environments of the schools, the location and size of the schools revealed significant differences in students’ computer literacy. 4. As for the equipment of the schools, whether the schools have computers in the classrooms differed significantly in students’ overall computer literacy. But the number of computer labs and whether they were open to students didn’t contribute to significant differences. 5. In terms of computer experiences, joining computer or informational clubs, playing computer games, and the amount of time spending on computers every week contributed insignificantly to students’ computer literacy. 6. When it comes to computer environments at home, factors such as owning the personal computers, being connected to the Internet, parents’ support of learning computers, and a person to discuss computer problems, etc didn’t contribute a significant difference in students’ overall computer literacy.