Investigating the Perceived Learning Outcomes of Elementary Students in a Mobile Learning Program in Taiwan
Author: I-Hua Chen (Institute of Education, National Cheng Kung University), Ya-Ting Yang (Institute of Education, National Cheng Kung University)
Vol.&No.：Vol. 61, No. 3
Date：September 2016
Pages：99-129
DOI：10.6209/JORIES.2016.61(3).04
Abstract：
In recent years, Taiwan’s mobile learning program, developed by the Ministry of Education, has expanded substantially from five pilot schools in 2009 to 95 schools in 2014. This study investigates the role of underlying factors affecting elementary student learning outcomes and provides practical implications for schools joining the mobile learning program in the future. Hierarchical linear modeling was conducted for multilevel analysis of big data collected from schools participating in the mobile learning program. Two main direct effects and interaction effects from the student and class level were analyzed in terms of the dependent variable, students’ perceived learning outcomes. This study used cluster sampling to randomly select 57 schools participating in the mobile learning program, with data collected from 44 teachers and 1,877 students. The results show that (1) Higher students’ task-value, self-efficacy and perceived family support were associated with higher perceived learning outcomes; (2) Lower class size was associated with higher perceived learning outcomes; and (3) Lower teacher beliefs regarding students’ ability to use information and communications technology (ICT) enhanced higher strength of positive relation between task-value and perceived learning outcomes, while higher teacher beliefs related to students’ learning efficacy and ability to use ICT enhanced higher strength of positive relation between self-efficacy and perceived learning outcomes.
Keywords：hierarchical linear modeling, learning mobile learning program, perceived learning outcomes, teacher beliefs
《Full Text》
References：
- 何榮桂（2012）。臺灣教育科技的回顧與展望。臺灣教育，674，41-47。【Ho, R.-G. (2012). Educational technology: A brief retrospect and prospect in Taiwan. Taiwan Education Review, 674, 41-47.】
- 吳靜吉、程炳林（1992）。激勵的學習策略量表之修訂。測驗年刊，39，54-78。【Wu, J.-J., & Cherng, B.-L. (1992). A revision of the motivated strategies for learning questionnaire. Psychological Testing, 39, 54-78.】
- 宋曜廷、邱佳民、曾芬蘭、劉欣宜、陳柏熹（2009）。以國中基本學力測驗成績探討班級規模效應。教育科學研究期刊，54（2），59-83。doi:10.3966/2073753X2009065402003【Sung, Y.-T., Chiou, J.-M., Tseng, F.-L., Liu, H.-Y., & Chen, P.-H. (2009). Investigating the class size effect in junior high schools through students’ basic competence test scores. Journal of Research in Education Sciences, 54(2), 59-83. doi:10.3966/2073753X2009065402003】
- 岳修平、梁朝雲（2015）。綜整學生、教師與教學情境考量的遠距教學預測模型。教育資料與圖書館學，52（1），33-57。doi:10.6120/JoEMLS.2015.521/0631.RS.CM【Yueh, H.-P., & Liang, C. (2015). Integrating of considerations students, teachers, and instructional contexts in a predictive model of distance education. Journal of Educational Media & Library Sciences, 52(1), 33-57. doi:10.6120/JoEMLS.2015.521/0631.RS.CM】
- 邱淑惠、莊孟珊（2004）。台中地區幼教人員電腦整合教學信念與應用現況之調查研究。師大學報：科學教育類，49（2），35-60。doi:10.6300/JNTNU.2004.49(2).02【Chiu, S.-H., & Chuang, M.-S. (2004). Computer integration in kindergarten teaching: Teachers’ practices and beliefs. Journal of National Taiwan Normal University: Mathematics & Science Education, 49(2), 35-60. doi:10.6300/JNTNU.2004.49(2).02】
» More
- 何榮桂（2012）。臺灣教育科技的回顧與展望。臺灣教育，674，41-47。【Ho, R.-G. (2012). Educational technology: A brief retrospect and prospect in Taiwan. Taiwan Education Review, 674, 41-47.】
- 吳靜吉、程炳林（1992）。激勵的學習策略量表之修訂。測驗年刊，39，54-78。【Wu, J.-J., & Cherng, B.-L. (1992). A revision of the motivated strategies for learning questionnaire. Psychological Testing, 39, 54-78.】
- 宋曜廷、邱佳民、曾芬蘭、劉欣宜、陳柏熹（2009）。以國中基本學力測驗成績探討班級規模效應。教育科學研究期刊，54（2），59-83。doi:10.3966/2073753X2009065402003【Sung, Y.-T., Chiou, J.-M., Tseng, F.-L., Liu, H.-Y., & Chen, P.-H. (2009). Investigating the class size effect in junior high schools through students’ basic competence test scores. Journal of Research in Education Sciences, 54(2), 59-83. doi:10.3966/2073753X2009065402003】
- 岳修平、梁朝雲（2015）。綜整學生、教師與教學情境考量的遠距教學預測模型。教育資料與圖書館學，52（1），33-57。doi:10.6120/JoEMLS.2015.521/0631.RS.CM【Yueh, H.-P., & Liang, C. (2015). Integrating of considerations students, teachers, and instructional contexts in a predictive model of distance education. Journal of Educational Media & Library Sciences, 52(1), 33-57. doi:10.6120/JoEMLS.2015.521/0631.RS.CM】
- 邱淑惠、莊孟珊（2004）。台中地區幼教人員電腦整合教學信念與應用現況之調查研究。師大學報：科學教育類，49（2），35-60。doi:10.6300/JNTNU.2004.49(2).02【Chiu, S.-H., & Chuang, M.-S. (2004). Computer integration in kindergarten teaching: Teachers’ practices and beliefs. Journal of National Taiwan Normal University: Mathematics & Science Education, 49(2), 35-60. doi:10.6300/JNTNU.2004.49(2).02】
- 財團法人資訊工業策進會（2012）。電子書導入學習場域應用成效與建議報告。臺北市：經濟部工業局。【Institute for Information Industry. (2012). Report of the import eBooks learning field application results and recommendations. Taipei, Taiwan: Industrial Development Bureau, Ministry of Economic Affairs.】
- 國家發展委員會（2014）。國家發展委員會新聞稿。臺北市：作者。【National Development Council. (2014). Press release by National Development Council. Taipei, Taiwan: Author.】
- 教育部（2010）。e化創新學校暨電子書包實驗教學試辦學校輔導計畫。臺北市：作者。【Ministry of Education. (2010). Pilot school counseling program for e-innovative school and e-school bag experimental instruction funded by Taiwan’s Ministry of Education. Taipei, Taiwan: Author.】
- 教育部（2014）。103年國中小行動學習教師專業發展與推動成效評估計畫。臺北市：作者。【Ministry of Education. (2014). The Ministry of Education mobile learning counselling program in 2014. Taipei, Taiwan: Author.】
- 楊心怡、吳佳蓉（2012）。合作學習輔以電子書包在國小四年級國語文之研究。教學科技與媒體，102，36-41。【Yang, H.-I., & Wu, C.-J. (2012). An e-schoolbag study: Teaching 4th graders Chinese language with cooperative learning. Instructional Technology & Media, 102, 36-41.】
- 劉世雄（2011）。臺灣不同城鄉地區國小教師的教學信念與其運用資訊科技融入教學之探討。課程與教學季刊，14（3），47-76。【Liu, S.-H. (2011). Differences between elementary school teachers in three different regions of Taiwan in teacher beliefs about teaching and technology integration. Curriculum & Instruction Quarterly, 14(3), 47-76.】
- 劉政宏、黃博聖、蘇嘉鈴、陳學志、吳有城（2010）。國中小學習動機量表之編製及其信、效度研究。測驗學刊，57（3），371-402。【Liu, C.-H., Huang, P.-S., Su, C.-L., Chen, H.-C., & Wu, Y.-C. (2010). The development of learning motivation scale for primary and junior high school students. Psychological Testing, 57(3), 371-402.】
- 蕭佳純（2013）。多層次模式在創造力之研究：理論、方法與實務。臺南市：泰成。【Hsiao, C.-C. (2013). Multi-level model on the study of creativity: Theory, method and practice. Tainan, Taiwan: Taichan.】
- 賴盈如、梁朝雲、黃格崇（2003）。高級中學之電子書包使用需求研究。教育資料與圖書館學，41（1），119-138。【Lai, Y.-R., Liang, C. C., & Huang, J. K.-T. (2003). The study of user needs of an electronic schoolbag for the high school. Journal of Educational Media & Library Sciences, 41(1), 119-138.】
- 蘇素慧、詹勳國（2005）。實施九年一貫課程後國小教師數學教學信念與行為之研究。師大學報：教育類，50（1），27-51。doi:10.3966/2073753X2005045001002【Su, S.-H., & Chan, H.-G. (2005). A study of teachers’ beliefs and behaviors regarding 1st-grade math teaching under the reformed curriculum. Journal of National Taiwan Normal University: Education, 50(1), 27-51. doi:10.3966/2073753X2005045001002】
- Bao, Y., Xiong, T., Hu, Z., & Kibelloh, M. (2013). Exploring gender differences on general and specific computer self-efficacy in mobile learning adoption. Journal of Educational Computing Research, 49(1), 111-132. doi:10.2190/EC.49.1.e
- Bergkvist, L., & Rossiter, J. R. (2007). The predictive validity of multiple-item versus single-item measures of the same constructs. Journal of Marketing Research, 44(2), 175-184. doi:10.1509/ jmkr.44.2.175
- Blatchford, P., Moriarty, V., Edmonds, S., & Martin, C. (2002). Relationship between class size and teaching: A multimethod analysis of English infant schools. American Educational Research Journal, 39(1), 101-132. doi:10.3102/00028312039001101
- Browne, M. W., MacCallum, R. C., Kim, C. T., Andersen, B. L., & Glaser, R. (2002). When fit indices and residuals are incompatible. Psychological Methods, 7(4), 403-421. doi:10.1037// 1082-989X.7.4.403
- Cheng, Y.-M., Kuo, S.-H., & Cheng, E.-L. (2014). Mobile learning achievement from the perspective of self-efficacy: A case study of basic computer concepts course. In J.-S. Pan, V. Snasel, E. S. Corchado, A. Abraham, & S.-L. Wang (Eds.), Intelligent data analysis and its applications, Volume I (Vol. 297, pp. 403-410). Cham, Switzerland: Springer. doi:10.1007/ 978-3-319-07776-5_42
- Coşkun, Y. D., & Cumaoğlu, G. K. (2013). Scale of teachers’ beliefs on the effect of the use of mobile devices on students. Procedia-Social and Behavioral Sciences, 106, 2299-2306. doi: 10.1016/j.sbspro.2013.12.263
- Desforges, C., & Abouchaar, A. (2003). The impact of parental involvement, parental support and family education on pupil achievement and adjustment: A literature review (Research report No. 433 Department for Education and Skills). Nottingham, UK: DfES.
- Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, J. D. (2001). Class size and student achievement. Psychological Science, 2(1), 1-30. doi:10.1111/1529-1006.003
- Eom, S. B., Wen, H. J., & Ashill, N. (2006). The determinants of students’ perceived learning outcomes and satisfaction in university online education: An empirical investigation. Decision Sciences Journal of Innovative Education, 4(2), 215-235. doi:10.1111/j.1540-4609.2006.00114.x
- Ertl, B., & Helling, K. (2011). Promoting gender equality in digital literacy. Journal of Educational Computing Research, 45(4), 477-503. doi:10.2190/EC.45.4.f
- Gwee, S., Chee, Y. S., & Tan, E. M. (2011). The role of gender in mobile game-based learning. International Journal of Mobile and Blended Learning, 3(4), 19-37. doi:10.4018/jmbl.2011100102
- Harris, A., & Goodall, J. (2008). Do parents know they matter? Engaging all parents in learning. Educational Research, 50(3), 277-289. doi:10.1080/00131880802309424
- Hsiao, H.-C., Tu, Y.-L., & Chung, H.-N. (2012). Perceived social supports, computer self-efficacy, and computer use among high school students. The Turkish Online Journal of Educational Technology, 11(2), 167-177.
- Huang, Y.-M., Liang, T.-H., & Chiu, C.-H. (2013). Gender differences in the reading of e-books: Investigating children’s attitudes, reading behaviors and outcomes. Educational Technology & Society, 16(4), 97-110.
- Karbach, J., Gottschling, J., Spengler, M., Hegewald, K., & Spinath, F. M. (2013). Parental involvement and general cognitive ability as predictors of domain-specific academic achievement in early adolescence. Learning and Instruction, 23, 43-51. doi:10.1016/j.learnin struc. 2012.09.004
- Khader, F. R. (2012). Teachers’ pedagogical beliefs and actual classroom practices in social studies instruction. American International Journal of Contemporary Research, 2(1), 73-92.
- Kukulska-Hulme, A., Sharples, M., Milrad, M., Arnedillo-Sánchez, I., & Vavoula, G. (2009). Innovation in mobile learning: A European perspective. International Journal of Mobile and Blended Learning, 1(1), 13-35. doi:10.4018/jmbl.2009010102
- Liu, T.-C. (2007). Teaching in a wireless learning environment: A case study. Educational Technology & Society, 10(1), 107-123.
- Liu, Y., Li, H., & Carlsson, C. (2010). Factors driving the adoption of m-learning: An empirical study. Computers & Education, 55(3), 1211-1219. doi:10.1016/j.compedu.2010.05.018
- Murphy, E., & Rodríguez-Manzanares, M. A. (2008). High school teachers’ beliefs about learner- centred e-learning. E-Learning and Digital Media, 5(4), 384-395. doi:10.2304/elea.2008.5.4. 384
- Ozdamli, F., & Cavus, N. (2011). Basic elements and characteristics of mobile learning. Procedia- Social and Behavioral Sciences, 28, 937-942. doi:10.1016/j.sbspro.2011.11.173
- Ozdamli, F., & Uzunboylu, H. (2015). M-learning adequacy and perceptions of students and teachers in secondary schools. British Journal of Educational Technology, 46(1), 159-172. doi:10.111/ bjet.12136
- Paechter, M., Maier, B., & Macher, D. (2010). Students’ expectations of, and experiences in e-learning: Their relation to learning achievements and course satisfaction. Computers & Education, 54(1), 222-229. doi:10.1016/j.compedu.2009.08.005
- Papastergiou, M. (2008). Are computer science and information technology still masculine fields? High school students’ perceptions and career choices. Computers & Education, 51(2), 594-608. doi:10.1016/j.compedu.2007.06.009
- Passey, D. (2010). Mobile learning in school contexts: Can teachers alone make it happen? IEEE Transactions on Learning Technologies, 3(1), 68-81. doi:10.1109/TLT.2009.47
- Petter, S., Straub, D., & Rai, A. (2007). Specifying formative constructs in information systems research. MIS Quarterly, 31(4), 623-656.
- Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The association between teachers’ beliefs, enacted practices, and student learning in mathematics. The Mathematics Educator, 22(2), 11-30.
- Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA: Sage. doi:10.1086/230447
- Reinen, L. J., & Plomp, T. (1997). Information technology and gender equality: A contradiction in terminus? Computers & Education, 28(2), 65-78. doi:10.1016/S0360-1315(97)00005-5
- Rovai, A. P. (2002). Development of an instrument to measure classroom community. The Internet and Higher Education, 5(3), 197-211. doi:10.1016/S1096-7516(02)00102-1
- Sáinz, M., & Eccles, J. S. (2012). Self-concept of computer and math ability: Gender implications across time and within ICT studies. Journal of Vocational Behavior, 80(2), 486-489. doi:10. 1016/j.jvb.2011.08.005
- Straub, D., Boudreau, M.-C., & Gefen, D. (2004). Validation guidelines for IS positivist research. Communications of the Association for Information System, 13(24), 380-427.
- Tsai, P.-S., Tasi, C.-C., & Huang, G.-H. (2010). Elementary school students’ attitudes and self-efficacy of using PDAs in a ubiquitous learning context. Australasian Journal of Educational Technology, 26(3), 297-308. doi:10.14742/ajet.1076
- Vekiri, I., & Chronaki, A. (2008). Gender issues in technology use: Perceived social support, computer self-efficacy and value beliefs, and computer use beyond school. Computer & Education, 51(3), 1392-1404. doi:10.1016/j.compedu.2008.01.003
- Vinu, P. V., Sherimon, P. C., & Krishman, R. (2011). Towards pervasive mobile learning－The vision of 21st century. Procedia Social and Behavioral Sciences, 15, 3067-3073. doi:10.1016/j. sbspro.2011.04.427
- Wang, Y.-S., Wu, M.-C., & Wang, H.-Y. (2009). Investigating the determinants and age and gender differences in the acceptance of mobile learning. British Journal of Educational Technology, 40(1), 92-118. doi:10.1111/j.1467-8535.2007.00809.x
- Wanous, J. P., Reichers, A. E., & Hudy, M. J. (1997). Overall job satisfaction: How good are single-item measures? Journal of Applied Psychology, 82(2), 247-252. doi:10.1037/0021-9010. 82.2.247
- Wells, M. I., & Dellinger, A. B. (2011). The effect of type of learning environment on perceived learning among graduate nursing students. Nursing Education Perspectives, 32(6), 406-410. doi:10.5480/1536-5026-32.6.406
- Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. doi:10.1006/ceps.1999.1015
- Wu, W.-H., Wu, Y.-C., Chen, C.-Y., Kao, H.-Y., Lin, C.-H., & Huang, S.-H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers & Education, 59(2), 817-827. doi:10. 1016/j.compedu.2012.03.016
- Yen, J.-C., Wang, J.-Y., & Chen, I.-J. (2011, July). Gender differences in mobile game-based learning to promote intrinsic motivation. Paper presented at the Proceedings of the 15th WSEAS International Conference on Computers, Corfu Island, Greece.