本研究旨在探討鷹架類型與電腦先備知識對學習者在「乙級電腦軟體應用」檢定課程之學習成效與學習態度的影響。教學內容依據行政院勞委會推行之「乙級電腦軟體應用檢定」術科題組，研究樣本為98位北縣某私立高職資料處理科的學生。研究變項包含鷹架類型、電腦先備知識，其中鷹架類型分為「程序鷹架」與「後設認知鷹架」，電腦先備知識分為「高電腦先備知識」與「低電腦先備知識」，分別針對其學習成效及學習態度進行分析。學習成效以學習者在「資料庫應用」、「試算統計應用」及「文書排版應用」之實作成績作為評量依據。學習態度是以「學習者學習動機」、「學習者學習幫助度」及「學習者學習滿意度」三部分來瞭解學習者對於課程的看法。
研究結果發現：(1)後設認知鷹架組在乙級電腦軟體應用術科檢定課程的學習成效明顯比程序鷹架組佳；(2)高電腦先備知識學習者在乙級電腦軟體應用術科檢定課程的學習成效明顯比低電腦先備知識學習組佳；(3)不論是程序鷹架組或後設認知鷹架組的學習者對乙級電腦軟體應用檢定課程採用鷹架教學均持正向肯定的態度。

The purpose of this study was to investigate how the scaffolding types and computer prior knowledge will affect vocational high school students’ performance in Technician Certificate Curriculum of Class B skill Category of computer software application. Participants were 98 vocational high school students.
Research variables are included the types of scaffolding and computer prior knowledge. The types of scaffolding are divided into procedure and metacognitive scaffolding. Computer prior knowledge is divided into high and low computer prior knowledge. What we want to find out and analyze is the differences between groups by their learning performance and attitude. The result of their learning performance is evaluated by participants’ grades on Access, Excel and Word applications. The attitude is based on the opinion of learners on learning motivation, helpfulness and satisfaction.
The results showed that the metacognitive scaffolding facilitated learners’ project performance, including the applications of Access, Excel and Word software; high computer prior knowledge learners have better learning performance no matter on applications of Access, Excel or Word software; no matter metacognitive or procedure scaffolding, learners have positive attitudes toward learning.

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