臺灣公立大學扶助弱勢就學措施實施及其與弱勢學生學習關聯之研究

Abstract

本研究旨在瞭解臺灣各公立大學所辦理的弱勢助學措施，對於弱勢學生之校園投入及學習發展的影響，針對透過弱勢生特殊招生管道入學之弱勢學生的實際經驗及自我知覺進行研究，調查內容包含「個人背景」、「校園投入程度」、「學習發展程度」。 在個人背景方面，本研究調查弱勢學生的生理性別、就讀年級、弱勢生類別及其在經濟扶助、課業輔導與生活關懷等三類弱勢助學措施的接受情形與需求程度；在校園投入方面，本研究關心學生的學術投入與非學術投入；在學習發展方面，探討學生的認知學習與自我發展。本研究除了期望瞭解弱勢學生獲得各項助學措施之現況外，並依其不同之個人背景身份分析各項目的差異；同時研究各項助學措施、校園投入與學習發展各面向之間的關係及解釋力。 本研究使用問卷調查法，以教育部「邁向頂尖大學計畫」第二期核定補助之十所公立一般大學為設定之研究對象，針對透過弱勢生特殊招生管道入學之弱勢學生進行施測。研究結果發現如下： 一、各類助學措施之接受或需求程度不同者，其校園投入有部分顯著差異。 二、各類助學措施之接受或需求程度不同者，其學習發展有部分顯著差異。 三、弱勢學生之校園投入程度與學習發展程度有顯著正相關。 四、弱勢學生之個人背景與校園投入程度，對於其學習發展成效有解釋力。This study aims to investgate the assistances for disadvantaged students provided by public universities in Taiwan and their impacts on the student engagement and learning development of disadvantaged students. This study focuses on the ten public research universities subsidized by “Aim for the Top University Plan (the second term)” held by the Ministry of Education. The research target is the disadvantaged students who entered these universities through enrollment programs only for disadvantaged students. By examining the experience and self-consideration of disadvantaged students, data about their personal background, degrees of student engagement, and degrees of learning development are collected. Regarding personal background, the survey includes the gender, year of study, and type of disadvantage. In addition, each disadvantaged student is asked about how much she/he received and needed financial aids, learning assistance, and living care from her/his university. Regarding student involvement, the survey includes both academic involvement and extracurricular involvement. Regarding learning development, both academic performance and self-development are surveyed. By collecting and analyzing these data, this study may help reveal the current progress of universities’ assistance and difference among different student groups. Moreover, how the assistance for disadvantaged students, student involvement, and learning development correlate with each other is examined. The major research findings are the following: 1.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of student involvement are significantly different. 2.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of learning development are significantly different. 3.For disadvantaged students, the degrees of student involvement and learning development are significantly positively correlated. 4.For disadvantaged students, the difference of their personal background and student involvement can explain the difference of their learning development.