大學校院理工科系跨領域課程品質評估量表發展之研究
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2016-03-??
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國立臺灣師範大學
National Taiwan Normal University
National Taiwan Normal University
Abstract
本研究目的主要在於建構大學校院理工科系跨領域課程品質評估量表。本研究文獻基礎乃是透過國內、外期刊探討跨領域課程品質議題，並整理出初步量表結構與題項。研究方法是以焦點團體對於文獻分析所得初步量表結構與題項進行篩選，再透過探索性因素分析對其分類純化。另以隨機方式對全國日間部理工相關科系大學生共計653 位樣本進行驗證性因素分析，並透過整體適配性、項目信度、組成信度、區別效度與收斂效度檢驗本研究提出的最適模式──多因素斜交模式，以驗證本量表的因素結構。研究結果發現，量表共有三個潛在因素與測量變項及所屬題項，證實具有穩定性的多因素斜交模式因素結構。最後依據研究發現提出教育行政與政策制定之建議。
The main purpose of this study was to evaluate related studies on the evaluative scalogram for university science and engineering-related department interdisciplinary learning quality. Exploring interdisciplinary learning quality issues provided the foundation for the literature review in this study. According to the literature, the factorial structure and items of the preliminary scalogram were formed. The first step of the research method was to confirm the factorial structure and items of the preliminary scalogram by using a focus group, followed by reclassifying and purifying the structure and items through exploratory factor analysis. The second step was to randomly collect 653 valid samples from Taiwanese undergraduates of the science or engineering college for confirmatory factor analysis. The overall model fits, item reliability, composite reliability, discriminant validity, and convergent validity were used to confirm the factorial structure and to examine the optimal model that was identified in this study: the corrected factors model. According to the results, this study determined that three latent factors were extracted in the scalogram and that the corrected factors model was stable. Finally, suggestions for education administration and policymaking are proposed according to the findings.
The main purpose of this study was to evaluate related studies on the evaluative scalogram for university science and engineering-related department interdisciplinary learning quality. Exploring interdisciplinary learning quality issues provided the foundation for the literature review in this study. According to the literature, the factorial structure and items of the preliminary scalogram were formed. The first step of the research method was to confirm the factorial structure and items of the preliminary scalogram by using a focus group, followed by reclassifying and purifying the structure and items through exploratory factor analysis. The second step was to randomly collect 653 valid samples from Taiwanese undergraduates of the science or engineering college for confirmatory factor analysis. The overall model fits, item reliability, composite reliability, discriminant validity, and convergent validity were used to confirm the factorial structure and to examine the optimal model that was identified in this study: the corrected factors model. According to the results, this study determined that three latent factors were extracted in the scalogram and that the corrected factors model was stable. Finally, suggestions for education administration and policymaking are proposed according to the findings.