大學生參與服務學習課程與公民素養影響因素研究

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2012

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本研究旨在探究大學生參與服務學習課程與公民素養之影響因素。研究問題包括:(一)大學生參與服務學習課程與公民素養現況為何?(二)不同背景大學生之課程投入與公民素養是否有顯著差異?(三)不同服務學習課程類型之課程實施品質、課程投入與公民素養是否有顯著差異?(四)大學生背景因素、服務學習課程類型、課程實施品質、課程投入與公民素養之關係為何? 研究方法以量化為主,質性為輔。量化研究問卷調查部分,以100學年度第一學期修習校園服務學習課程、社團服務學習課程、通識服務學習課程和專業服務學習課程之大學生為研究對象,選取公、私立大學各五所,運用「大學生參與服務學習課程與公民素養影響因素問卷」進行調查,共回收有效問卷447份。統計方法包括t檢定、單因子變異數分析、多元迴歸分析、階層迴歸分析。質性研究則針對量化研究發現的問題,由四種服務學習課程各選兩位大學生進行訪談,訪談資料以質性分析方式,補足或解釋量化研究無法探究的內涵。 本研究量化結果發現:(一)不同社團與幹部經驗者之課程投入與公民素養 有顯著差異;(二)不同服務學習課程類型的課程實施品質、課程投入與公民素 養有顯著差異;(三)有幹部經驗與課程實施品質對於課程投入有解釋力;(四) 有幹部經驗、通識和社團服務學習課程、課程實施品質與課程投入對於公民素 養有解釋力。 經由質性訪談發現: (一)校園服務學習課程未能落實準備、服務與反 思;社團服務學習課程強調與他人互動的品質;通識服務學習課程啟發觀點轉 換與感動;專業服務學習課程展現專業與服務品質。(二)校園服務學習課程 未具課程投入;社團服務學習課程增強服務態度與團體紀律;通識服務學習課 程落實課程投入;專業服務學習課程結合專業與服務課程投入。(三)校園服 務學習課程對於公民素養影響較少;社團服務學習課程服務中關懷,多元互動 影響參與能力;通識服務學習課程關懷促進責任,落實公民參與;專業服務學 習課程啟發社會關懷,關注專業社會議題。 最後,歸納研究發現,提出建議,包括:未來在大學校院強調課程實施品質有助公民素養的提昇,激發課程投入影響公民素養的培養,提供不同服務學習課程教師充足的支援;在提升課程實施品質上,加強校園服務學習課程準備、服務與反思,提供社團服務學習課程多方資源,推廣通識服務學習課程融入服務學習,強化專業服務學習課程的反思帶領;在促進課程投入上,設計校園服務學習課程多元化,增強社團服務學習課程服務知能,建立通識服務學習課程投入模式,規劃專業服務學習課程結合專業與服務;以及進一步研究的建議。
This study aims to explore the influential factors for college students in participating in service-learning courses with relation to citizenship. The research questions include: (1). What is the current status of participating in service-learning courses and citizenship for college students? (2). Are there significant differences in course involvement and citizenship among college students with different backgrounds? (3). Does the citizenship of college students vary as a result of participating in different types of service-learning courses, with different course implementation quality and course involvement? (4) What is the relationship between personal background, service-learning course types, course implementation quality, course involvement and citizenship of college students? This study primarily employed quantitative methods, with qualitative methods as a supplement. The survey sample of the quantitative research consisted of students from five public/private universities, who participated in service-learning courses including: service-learning on campus, service-learning in student club activities, service-learning in general education and service-learning in professional courses during the first semester of the academic year 100 (2011.9-2012.7). A total of 447 valid questionnaires on participating in service-learning courses and citizenship for college-students was collected. Statistical methods adopted in this study included t-test, one-way ANOVA analysis, multiple regression analysis, and hierarchical regression analysis. The qualitative research focused on the problems that emerged from the quantitative research and was used as a supplement or an explanation to the contents that could not be fully investigated by the quantitative research. The participants for interviews were chosen from different types of courses. The quantitative results of this study found that: (1). there are significant differences in course involvement and citizenship between students with or without club and leadership experiences; (2). the course implementation quality and involvement of different type of service-learning courses result in significant differences in citizenship; (3). the predictive factors for course involvement include course implementation quality and participation of students with leadership experience; (4). the predictive factors for citizenship include course implementation quality, course involvement, students with leadership experience, and students who undertake service-learning in general education and in student club activities. Among the findings of the qualitative interviews for this study are the following: ( 1). service-learning on campus is not properly prepared and implemented, nor are the service and reflection elements properly handled; service-learning in student-club activities emphasizes the quality of interaction with others; service-learning in general education inspires students to change their way of thinking and makes them more sensitive. And service-learning in professional courses promotes professionalism and quality service. (2). service-learning on campus does not encourage course involvement; service-learning in student-club activities strengthens service attitude and group discipline; service-learning in general education implement course involvement; and service-learning in professional courses combines professional and service course involvement. (3). participation in service-learning on campus has less influence on citizenship development; students who participate in service-learning in student-club activities increase their ability of social participation; students who participate in service-learning in general education increase their social responsibility and civic participation; and service-learning in professional courses inspires social care and attention to social issues. Finally, after summarizing the findings of this study, suggestions for course management in the future for universities are made. Emphasizing course implementation quality, encouraging course involvement and providing sufficient support to teachers in different service-learning courses will be helpful in enhancing citizenship development. For enhancing course implementation quality, it is necessary to strengthen the preparation, service and self-reflection elements of campus service-learning courses, providing diverse resources to club service-learning courses, implementing more successful service-learning strategies in general education , and reinforcing guidance in self-reflection for service-learning in professional courses. As to enhancing course involvement, it will be helpful to design diverse campus service-learning courses, strengthen the service knowledge of club service-learning courses, establish the involvement model of service-learning in general education, and emphasize the integration of professionalism and service for service-learning in professional courses. In addition, recommendations for further research are presented.

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大學生, 公民素養, 服務學習課程, 課程投入, 課程實施品質, college students, citizenship, service-learning courses, course involvement, course implementation quality

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