本研究旨在探討自我監控活動對高中生If敘述程式設計學習成效之影響。研究方法採準實驗設計，共有三個班118位普通高中二年級的學生參與教學實驗。實驗教學係以班級為單位隨機分派為電腦化選單組、紙筆記錄組或控制組進行學習活動。在資料分析上，並將學習者依先備知識分為高先備知識組與低先備知識組。
研究結果發現，If敘述程式設計學習成效方面：(1) 在整體學習成效上：高先備知識組顯著優於低先備知識組；電腦化選單組和紙筆記錄組也顯著優於控制組，但電腦化選單組和紙筆記錄組之間則沒有顯著差異；(2) 在宣告性知識學習成效上：高先備知識組顯著優於低先備知識組；紙筆記錄組也顯著優於電腦化選單組和控制組，但電腦化選單組與控制組之間則沒有顯著差異；(3) 在程式碼評估、程式碼填空及程式碼撰寫之成效上：高先備知識組顯著優於低先備知識組；電腦化選單組和紙筆記錄組也都顯著優於控制組，但電腦化選單組和紙筆記錄組之間則沒有顯著差異。另外，在學習態度方面，學習者對自我監控學習活動皆抱持正面的看法，且紙筆記錄組比電腦化選單組更認同自我監控活動能幫助其掌握教材重點。

The purpose of this study was to investigate the effect of self-monitoring activity on learning If-statement programming for senior high school students. There were 118 senior high students from 3 classes participated in the experiment. The participated classes were randomly assigned to either the computerized-menu group, the paper-based recording group, or the control group.
The analysis of If-statement programming performance results showed that on the overall performance, the declarative knowledge performance, and the code evaluation and generation performance, the high prior-knowledge group outperformed the low prior-knowledge group; and both the paper-based recording group and the computerized-menu group outperformed the control group, however, there was no significant difference between the paper-based recording group and the computerized-menu group. Further more, participants showed positive attitude toward employing self-monitoring activity in the learning process, and the paper-based recording group showed stronger attitude toward “slef-monitoring helps learning conprehension” than the computerized-menu group.

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