本研究以準實驗研究法探討MAPS教學法對學生學習成果的影響，以修習某科技大學「金融市場」課程的學生爲研究對象，除比較實驗組和對照組之學習成就測驗的差異外，也透過量化問卷調查，瞭解實驗組學生在實施MAPS教學法和分組合作學習前後的感受，並蒐集授課教師本身的課堂觀察與省思札記和學生學習回饋等質性資料，瞭解MAPS教學法對學生學習成果的影響。研究發現，不同教學策略對實驗組和對照組學生之學習成就測驗的直接評量雖未呈現顯著差異，然而實驗組學生在間接評量前後測問卷中的「學習動機與態度」、「同儕互動與合作」、「學習目標與內容」和「教學設計與策略」層面均呈現顯著差異；質性資料顯示，提問策略與同儕互學能增進學生課程參與感並提升其主動學習的動機與態度，心智繪圖和口說發表可協助學生強化專業知能的知識建構並培養團隊合作與溝通表達能力。最後，研究者針對教學所遭遇實務問題進行省思並提出建議，作爲未來應用於教學實務現場之參考。

Using a quasi-experimental research method, this study explored the influences of the learning outcomes of students who had enrolled in a Financial Market course at a University of Technology. In addition to comparing the results of different teaching strategies from the academic achievement tests of students, this study employed a questionnaire to collect their viewpoints on the course that adopted MAPS teaching strategies, which include Mind Mapping, Asking Questions, Presentation, and Scaffolding Instruction methods. Furthermore, through the researcher's observation, reflection notes, and students’ learning feedbacks, this study explored the influences on the learning outcomes of undergraduate students. The results showed the following. Although there was no significant influence on academic performance between the experimental group and control group students, the former showed significant differences in all four dimensions of the questionnaire, including learning motivation and attitude, peer interaction and cooperation, learning objectives and contents, and teaching design and strategy. Qualitative data showed that Asking Questions and Scaffolding Instruction could enhance students' participation as well as motivation and attitude of active learning, while Mind Mapping and Presentation could assist students to strengthen the construction of professional knowledge and cultivate teamwork and communication skills. Lastly, based on the research result, the researcher reflected on teaching problems and provided suggestions for future teaching practices in the classroom.