本研究主要探討學生在微積分課程的線上學習準備度、線上學習行為與學業成績之間的關聯性。運用 Pearson 相關分析與 SEM 結構方程模型，分析學生的線上學習準備度、線上學習行為與學業成績之間的相互關係。
本研究以中央大學 110 學年度修習微積分課程之學生作為研究對象，共 374 人，以學生施測之問卷為主要資料。此研究使用之問卷為參考相關期刊文獻資料，編製一份用於測量學生線上學習準備度之問卷，並於會考時間進行施測。藉由學生的問卷施測結果與學習網站之學習歷程記錄，以及學業成績進行相關統計數據分析，統整出線上學習準備度、線上學習行為與學業成績之間的相互關係。
研究結果發現，學生的線上學習行為與學業成績具有顯著相關，也就是說，可以透過學生在 BookRoll 學習網站的線上學習行為，去預測學生最終的學業成績。

This research mainly discussed the relationship between online learning readiness, online learning behavior and learning outcomes for a calculus course. Analyzing the correlation of students’ online learning readiness, online learning behavior and learning outcomes through Pearson correlation analysis and Structural Equation Modeling.

A total of 374 students who took the calculus course in the 110th academic year of National Central University were selected as the research object of this study, using a questionnaire as the primary data. The content of the questionnaire was referred to the relevant journals and literature, being developed to measure students’ online learning readiness and was tested during the exam time. Our research conducted relevant statistical data analysis based on the results of the questionnaires, the learning history records on the learning website and the learning outcomes, integrating the relationship between online learning readiness, online learning behavior and learning outcomes.

The results found a significant correlation between online learning behavior and learning outcomes. That is to say, students’ final learning outcomes can be predicted through the online learning behavior on BookRoll and Dashboard Systems.

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