高等教育學生社團幹部學習經驗與成果指標之建構暨實證調查研究

Abstract

本研究旨在探討大學生於擔任社團幹部時的學習內涵以及學習的成果，並建構學生社團幹部的學習經驗與成果指標，最後進行實證調查研究，探究學生社團幹部的個人背景因素、社團學習經驗與學習成果的關係。運用訪談與德懷術方法建構指標及內涵，並設計問卷針對學生社團幹部進行問卷調查。研究對象為全國大專校院學生社團幹部，計有3所公立大學、3所公立技專校院、5所私立大學、4所私立技專校院，並區分學校所在地區以進行抽樣，共計寄發問卷1,850份，回收有效問卷1,761份，回收率達95%以上，其中男性為899人、女性為862人。統計方法包括：獨立樣本t檢定、單因子變異數分析、多元迴歸分析、階層迴歸分析等。 本研究主要結論如下： 一、學生社團幹部的學習經驗指標包括：組織經營經驗、活動辦理經驗、社團投入經驗、參與培訓課程經驗、參與活動經驗；學習成果指標包括：知識整合與應用、認知的整合與思辨、自我內在的發展、人際互動能力、社會關懷與公民素養、實作能力。 二、學生社團幹部大多於二年級或三年級接任社團幹部；幹部人數大多在11人以上的規模；年資多數在2年以下；進入大學前多數已經擁有參與社團的經驗；多數擁有擔任活動幹部的經驗；年資未滿1年即接任社長職務；社長每週投入社團時間較一般幹部為多。 三、學生社團幹部自評在學習經驗的情形以「社團投入經驗」最好，其次為「組織經營經驗」、「活動辦理經驗」及「參與培訓課程經驗」，「參與活動經驗」則較低。整體而言，學生社團幹部的學習經驗屬於良好。 四、學生社團幹部自評在學習成果的情形以「認知的整合與思辨」最好，其次為「知識整合與應用」、「自我內在的發展」、「人際互動能力」、「實作能力」，而「社會關懷與公民素養」則較低。整體而言，學生社團幹部的學習成果屬於良好。 五、在差異分析中，發現性別、學校屬性、學校學制、就讀學院、年級、社團屬性、幹部人數、社團年資、擔任職務、每週投入社團時間、擔任活動職務等個人背景的學生社團幹部對於學習經驗有顯著差異。 六、學生社團幹部個人背景變項對學習經驗各因素皆達顯著，解釋力由9.6%至26.7%。 七、學生社團幹部個人背景、學習經驗對學習成果具顯著解釋力。 (一)知識整合與應用方面，學校屬性、社團屬性、社團職務，以及組織經營、活動辦理、社團投入、參與培訓課程、參與活動等經驗，有顯著的影響關係，解釋力達59.3%。 (二)自我內在的發展方面，學校屬性、學校學制、就讀學院、社團職務，以及組織經營、活動辦理、社團投入、參與培訓課程、參與活動等經驗，有顯著的影響關係，解釋力達61.1%。 (三)人際互動能力方面，學校屬性、就讀學院、社團職務，以及組織經營、活動辦理、社團投入、參與培訓課程、參與活動等經驗，有顯著的影響關係，解釋力達52.2%。 (四)認知的整合與思辨方面，年資，以及組織經營、活動辦理、社團投入、參與培訓課程等經驗，有顯著的影響關係，解釋力達42.8%。 (五)社會關懷與公民素養方面，學校屬性、社團幹部人數，以及活動辦理、社團投入、參與培訓課程、參與活動等經驗，有顯著的影響關係，解釋力達39.6%。 (六)實作能力方面，就讀學院、社團屬性，以及組織經營、活動辦理、社團投入、參與培訓課程、參與活動等經驗，有顯著的影響關係，解釋力達40.9%。 根據研究結果提出具體建議如下： 一、對高等教育實務工作人員的建議 (一)鼓勵學生社團幹部參與組織運作，提供辦理活動、培訓課程、參與活動的機會。 (二)規劃讓學生社團幹部累積學習經驗的活動或方案，設計符合各校學生社團幹部的培育重點。 (三)運用本研究建構的指標，建立各校評估學生社團幹部的學習成果機制。 二、對學生社團幹部的建議 累積幹部年資，甚至擔任社長的職務，並能運用投入社團的機會多加學習，將可獲得較佳的學習經驗，以展現出正向的學習成果。 三、對學生社團教育專業學會的建議 (一)提供更多有利於學生社團幹部學習的活動或方案、培訓課程等機會。 (二)鼓勵各校積極運用本研究建構的指標及量表，以提供各校實務工作人員評估學生社團幹部的學習成果，建立評估及改善機制。 四、對教育行政主管機關的建議 (一)參考本研究建構的指標，探討各校學生社團幹部的學習經驗與學習成果之關係。 (二)規劃及辦理全國性社團學習活動或方案，讓學生社團幹部有參與及交流的機會。 (三)協助學生事務實務工作人員運用本研究建構的指標及量表，透過教育訓練或研習，以提升學生事務專業的能力。 五、對未來研究建議 (一)可增加學生社團幹部個人背景因素，探討社團學習經驗的個別差異性。 (二)可擴大研究對象範圍，例如社團成員等，以便了解他們的學習經驗與學習成果，並考量以非自評的方式深入探究學生社團幹部的學習成果。 (三)運用本研究建構之指標與量表建立資料庫，進行持續性的應用研究。This study explored the learning connotations and outcomes of college student organization cadres and developed indicators of their learning experience and outcomes. Finally, an empirical investigation was conducted to examine the relationships among the demographic characteristics, learning experience, and learning outcomes of the cadres in student organizations. In terms of methodology, interviews and the Delphi technique were employed to develop indicators and connotations. This study designed a questionnaire to survey cadres of student organizations at colleges and universities in Taiwan, namely three public universities, three public technical colleges, five private universities, and four private technical colleges. Sampling was performed in the areas where the schools were located, and a total of 1,850 questionnaires were mailed; 1,761 valid questionnaires were received for a valid response rate of > 95%. Among the respondents, 899 were men and 862 were women. The following statistical methods were employed: independent samples t test, one-way analysis of variance (ANOVA), multiple regression analysis, and hierarchical regression analysis. According to the results, the following conclusions were drawn: 1.The learning experience indicators of student organization cadres are experience of organization management, event organization, organizational involvement, participation in training courses, and participation in activities; furthermore, indicators of their learning outcomes are knowledge integration and application, cognitive integration and speculation, internal development of oneself, interpersonal communication skills, social care and civic literacy, and practical skills. 2.Most student organization cadres assumed the role in their sophomore or junior year of college; most student organizations were run by 11 or more cadres; the majority of the cadres had a seniority of less than 2 years; most had organizational involvement experience before college; most had organized activities as a cadre; and most assumed the role of president with less than 1 year of seniority in the organization. Moreover, the president devoted more time to the organization every week compared with other cadres. 3.Regarding the self-assessment of learning experience, the cadres responded the most positively to “experience of organizational involvement,” followed by “experience of organization management,” “experiences of event organization,” and “experience of participation in training courses.” The student organization cadres had limited “experience of participation in activities.” Overall, student organization cadres reported favorable learning experience. 4.Regarding the self-evaluation of learning outcomes, the cadres responded the most positively to “cognitive integration and speculation,” followed by “knowledge integration and application,” “internal development of oneself,” “interpersonal communication skills,” and “practical skills.” The cadres’ rating for “social care and civic literacy” was relatively low. Overall, they reported positive learning outcomes. 5.The one-way ANOVA revealed significant differences in learning experience between students with different demographic backgrounds, such as sex, school type, school system, major, grade level, organization category, number of total cadres, seniority in the organization, position, weekly time devoted to the organization, and whether one assumes the role of activity organizer. 6.The demographic variables of the student organization cadres significantly affected all learning experience indicators, with an explanatory power ranging from 9.6% to 26.7%. 7.The demographic characteristics and learning experience of student organization cadres significantly explained their learning outcomes. (1)School type, organization category, position in the organization as well as experience of organization management, event organization, organizational involvement, participation in training courses, and participation in activities significantly affected knowledge integration and application; the explanatory power was 59.3%. (2)School type, school system, major, position in the organization as well as experience of organization management, event organization, organizational involvement, participation in training courses, participation in activities significantly affected the internal development of oneself; the explanatory power was 61.1 %. (3)School type, major, position in the organization as well as experience of organization management, event organization, organizational involvement, participation in training courses, and participation in activities significantly affected interpersonal communication skills; the explanatory power was 52.2%. (4)Seniority in the organization as well as experience in organization management, event organization, organizational involvement, and participation in training courses significantly affected cognitive integration and speculation; the explanatory power was 42.8%. (5)School type, number of total cadres as well as experience in event organization, organizational involvement, participation in training courses, and participation in activities significantly affected social care and civic literacy; the explanatory power was 39.6%. (6)Major, organization category as well as experience of organization management, event organization, organizational involvement, participation in training courses, and participation in activities significantly affected practical ability; the explanatory power was 40.9%. Based on the research results, the following specific suggestions were proposed: 1.Suggestions for higher education staff (1)Encourage student organization cadres to participate in organizational operations, which involve opportunities for event organization, provision of training courses, and participation in activities. (2)Plan activities or programs that enable student organization cadres to accumulate learning experience, and design school-specific key points for cultivating them. (3)Use the proposed indicators to establish a mechanism for each school to evaluate cadres’ learning outcomes. 2.Suggestions for student organization cadres Students can obtain superior learning experience and achieve positive learning outcomes if they accumulate seniority, serve as the president, and learn from opportunities provided to them throughorganizational involvement. 3.Suggestions for the Educational Society for Student Organizations in Taiwan (1)Provide student organization cadres with learning activities or programs, training courses, and other opportunities that facilitate their learning. (2)Each school should encourage educators to use the indicators and scales constructed in this study to evaluate the learning outcomes of student organization cadres as well as establish evaluation and improvement mechanisms. 4.Suggestions for educational administrative agencies (1)Refer to the proposed indicators and explore the relationship between the learning experience and learning outcomes of student organization cadres of each school. (2)Plan and handle national student organization learning activities or programs to increase participation and facilitate exchanges between cadres. (3)Provide training and workshops to student affairs staff to encourage them to use the proposed indicators and scales, thereby enhancing their student affairs expertise. 5.Suggestions for future research (1)Increase the demographic variables of student organization cadres, and explore the individual differences of community learning experience. (2)Expand the scope of the research subject—for example, to include the members of organizations—to understand their learning experience and learning outcomes. Consider employing a non-self-evaluation method to investigate the learning outcomes of student organization cadres in depth. (3)Use the proposed indicators and scales to establish a database for continuous applied research.