大學生課外學習成果及其影響因素之研究–從校務研究策略觀點探析 College Students' Co-Curricular Learning Outcomes and Influencing Factors Research - From the Strategic Perspective of Institutional Research

dc.contributor 張雪梅 zh_TW
dc.contributor Chang, Hsueh-Mei en_US
dc.contributor.author 陳明國 zh_TW
dc.contributor.author Chen, Ming-Kuo en_US
dc.date.accessioned 2019-08-28T07:17:31Z
dc.date.available 2018-01-21
dc.date.available 2019-08-28T07:17:31Z
dc.date.issued 2018
dc.description.abstract 本研究係以校務研究的策略觀點,探究學生課外學習成果及其影響因素,以正視大學生課外學習成果的重要性;其中課外學習成果係以課外學習核心能力的具備程度加以衡量,並以個人背景變項、校園經驗以及學務方案/活動品質作為影響因素進行探究。本研究係以獲得「教育部補助大學提升校務專業管理能力計畫」經費補助之四間私立綜合型大學的二至四年級學生為調查對象,有效樣本共計1,033人,研究結果發現: 一、大學生自評其課外學習核心能力的具備程度接近理想;對於校園經驗的知覺與投入程度感到尚可;對於學務方案/活動品質,亦即符合評量標準的程度則是感到尚可。 二、個人背景變項對各研究構面差異分析的數據顯示當學生沒有重修、有工讀經驗、在校內工讀、有社團參與、較高的社團職務、社團投入時間較長以及來自高家庭社經背景,其校園經驗相對較好。低年級以及參與社團的學生對於學務方案/活動品質有較高的知覺。此外沒有重修、有工讀經驗、有社團參與、社團投入時間較長以及來自高家庭社經背景的學生,對於課外學習核心能力具備程度的自評結果相對較為理想。 三、研究結果顯示本研究校園經驗、學務方案/活動品質對於課外學習核心能力均具有解釋力且呈現正向的相關性,其中校園經驗對於課外學習核心能力具備程度的關聯性相較其他因素更為重要。 四、針對本研究的量化結果所進行質性訪談中發現,各校受訪的校務研究人員及學務人員對於校園經驗或是學務方案/活動品質雖然都認為是課外學習核心能力重要影響因素,但幾乎都未曾思考這些因素對於課外學習成果所產生的影響。對於校務研究之功能與看法,發現二者並不一致,校務研究人員對於校務研究的功能有較為清楚的概念,但目前研究範疇大都侷限於課堂內的學習成果;而學務人員則對與業務推動有關的議題有清楚的概念,但卻未思考將相關的調查納入校務研究的範疇,這凸顯目前校務研究的功能並未完整的推展到各個業務單位。 五、各校學務人員對本研究在學務方案/活動品質採用美國高等教育標準促進評議會」(Council for the Advancement of standards in Higher Education, CAS的評量指標均認為是相當合適與重要的評量指標,且有助於引導學生對於學務方案/活動的認識,惟受訪的學務人員均表示部分的評量指標的問項並不適合用來對所有學生的調查,因此如能慎選受訪對象,將能有效反映方案的品質。 zh_TW
dc.description.abstract The purpose of the study is to explore the results of college student’s extracurricular activities and its relevant factors based on strategic perspective of institutional research. The aim is to show the importance of extracurricular activity learning. Co-curricular learning outcome is analyzed by core competence; along with relevant factors including personal background, campus experience and student affairs programs/activities. Several phenomena were presented in the analyzed data: First, self-assessment of college students based on extracurricular activity core competence scored nearly excellent. As for consciousness and efforts put on campus experience, it is scored as average. It is scored average too on the quality of student affairs programs/activities. Second, gap analysis of personal backgrounds in various research aspects shows: students who do not retake courses, who have part-time working experience or are student workers in campus, who participate, take higher positions, spend more time in clubs, who come from a high socioeconomic status background, have a relatively better campus experience. Freshman students and who participate in clubs have a higher consciousness on the quality of student affairs programs/activities. In addition, students who do not retake courses, who have part-time working experience, who participate and spend more time in clubs, and who come from a high socioeconomic status background, scored higher on self-assessment based on extracurricular activity core competence. Third, the result of this research indicates that campus experience and the quality of student affairs programs/activities are both explanatory and positively related to the core competence of extracurricular learning. The correlation with campus experience is more significant than other factors. Fourth, according to the quantitative results of the qualitative interview of this study, institutional researchers and student affairs staffs considered the quality of student affairs programs/activities as an important relevant factor, which may influence the core competence of extracurricular learning. However, nearly none of them deliberate the impact of those factors caused. As for the functions and perspectives on institutional research, the two are not consistent. Institutional researchers acquire a clearer conception on the purpose of institutional research. However, most of the research scope is limited to the learning outcomes in the classroom only. On the other hand, student affairs staffs are more familiar with business-promotion-related issues, while they never consider including the relevant surveys in institutional research. This highlights the fact that the functions of institutional research have not been fully rolled out to each of business units. Fifth, this research method adapting the CAS (Council for the Advancement of Standards in Higher Education) is highly agreed by student affairs staffs. The result serves as a suitable and important evaluation index and it helps guiding students’ knowledge on student affairs programs/activities. The interviewed student affairs staffs expressed that some of the questions on the evaluation measures are not suitable for all students. Therefore, a more careful selection of respondents should be reflected effectively on the quality of the program en_US
dc.description.sponsorship 公民教育與活動領導學系 zh_TW
dc.identifier G080307015E
dc.identifier.uri http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22G080307015E%22.&%22.id.&
dc.identifier.uri http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/88294
dc.language 中文
dc.subject 校務研究 zh_TW
dc.subject 校園經驗 zh_TW
dc.subject 核心能力 zh_TW
dc.subject 課外學習成果 zh_TW
dc.subject 學務方案 zh_TW
dc.subject Institutional Research en_US
dc.subject Campus Experiences en_US
dc.subject Core Competence en_US
dc.subject Co-curricular Learning Outcome en_US
dc.subject Student Affairs Program en_US
dc.title 大學生課外學習成果及其影響因素之研究–從校務研究策略觀點探析 zh_TW
dc.title College Students' Co-Curricular Learning Outcomes and Influencing Factors Research - From the Strategic Perspective of Institutional Research en_US
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