以ARCS動機模式進行國中資訊科技課程之雙語教學學習成效研究

本研究結合ARCS動機模式進行國中資訊科技課程設計，並探討其對於雙語教學學習成效影響。研究工具取自相關文獻並編製成量表，以新北市某國中八年級共134位學生為研究對象，採準實驗設計分為實驗組與對照組分別進行雙語教學與中文教學。資料分析以SPSS描述性統計、同質性檢定與共變數考驗學生前後測學習成果之差異，並透過獨立樣本t檢定進行ARCS動機模式問卷及情意量表問卷各構面差異性分析。研究結果得知：（1）對照組與實驗組的學習表現並未達顯著差異；（2）兩組在ARCS動機量表專注、相關、滿足構面達到顯著差異，在信心構面未有顯著差異；（3）兩組在情意量表期望、正向情感構面達到顯著差異，在價值、負向情感構面未有顯著差異。研究結論為：（1）雙語教學並未對於學生學習表現產生影響；（2）雙語教學相較於中文教學授課之學生學習動機表現較高；（3）雙語教學相較於中文教學授課之學生情意感受強度較高，藉此提出ARCS學習動機模式與雙語教學融入課程之教學及啟示，並給予雙語教學實際建議供教育現場教師參考。

This study integrates the ARCS motivational model into the design of a junior high school information technology curriculum to investigate the effects of bilingual instruction on learning outcomes. The research used scales derived from existing literature and targeted 134 eighth-grade students in a New Taipei City junior high school. The students were divided into experimental and control groups, receiving bilingual and Chinese instruction, respectively. Data analysis included SPSS descriptive statistics, homogeneity tests, and covariate analyses to assess pre- and post-test differences, along with t-tests to examine variations in ARCS motivational model questionnaire and affective scale questionnaire responses. Results indicate: 1) No significant learning performance difference between the groups, 2) Higher motivation levels in the bilingual group in the Attention, Relevance, and Satisfaction dimensions of the ARCS model, 3) Stronger affective responses in the Expectancy and Positive Affect dimensions for the bilingual group. In conclusion, bilingual instruction did not significantly impact learning performance, yet it enhanced motivation and affective responses. The study recommends integrating the ARCS model and bilingual instruction for curriculum design, providing practical insights for educators and bilingual teachers.