大學生的網路使用行為與校園經驗及學習發展成果之相關研究 －以批踢踢實業坊使用者為例

Abstract

本研究目的旨在探討大學生的網路使用行為、校園經驗與學習發展成果的現況。以及了解大學生不同網路使用行為，校園經驗、與學習發展成果的差異情形。進而以多元逐步迴歸的預測方法，分析網路使用行為、校園經驗，對學習發展成果的預測力。最後，本研究歸納研究發現，作成結論，提出對大學生、學生事務單位以及後續研究的建議。 本研究以網際網路問卷的方式收集資料，並以批踢踢實業坊使用者中600位大二以上在學學學生為研究對象。透過「大學生的網路使用行為與校園經驗、學習發展成果量表」進行調查，並利用描述性統計、獨立樣本t檢定、單因子變異數分析、卡方檢定以及多元逐步迴歸進行資料分析。研究主要發現如下： 一、大學生每日上網「4小時以上未滿6小時」者同儕關係顯著優於每日上網「8小時以上」者。。 二、大學生在學校宿舍使用網路者其社團參與程度顯著高於自宅使用網路者。 三、大學生資訊性活動使用頻率較高者，其學術投入度顯著高於使用頻率較低者。娛樂性活動使用頻率較高者，其學術投入度顯著低於使用頻率較低者。 四、資訊性活動使用頻率較高者其同儕關係顯著高於使用頻率較低者。大學生社交性活動使用頻率較高者社團參與程度與同儕關係均顯著高於使用頻率較低者。 五、大學生資訊性活動與社交性活動使用頻率較高者，各面向學習發展成果提昇程度均顯著高於使用頻率較低者 六、網路使用行為、校園經驗中之同儕關係、資訊性活動與學術投入能預測大學生整體學習發展成果。其中同儕關係對整體學習發展成果預測力最大。The purpose of this study was to investigate the college students’ behaviors of the internet use, campus experience, and learning outcomes of the current situation. This study also aimed to explore different students’ behaviors of the internet use, campus experiences, and learning outcomes in different situations. Then, the researcher used stepwise multiple regression method to analyze significant predictor that affects the internet use, campus experience, learning outcomes. Finally, a conclusion was drawn based on the findings followed by suggestions for college student , administrators of student affairs, and future research were discussed. An internet questionnaire was utilized to collect data in this study. The subjects were 600 college students except for freshmen who were PTT users. A “Questionnaire of College Students’ Behaviors of Internet Using, Campus Experience, and Learning outcomes” was used as the instrument. Descriptive statistics, independent t-test, one-way ANOVA, chi-square tests and stepwise multiple regression were adopted for data analysis. The major findings were summarized as follows: 1.The peer relationship of the students using internet “over 4 hours and under 6 hours” every day were significantly better than that of the students using internet “over 8 hours” every day. 2.As for the level of participation of the student clubs, the students using internet in student residence hall were significantly higher than the students using internet at home. 3.The students who were engaged in information activities more frequently were significantly more involved in academic learning than those were engaged in information activities less frequently. However, the students who were engaged in entertainment activities more frequently were significantly less involved in academic learning than those were engaged in entertainment activities less frequently. 4.According to the statistics, the peer relationship of the students who were engaged in information activities more frequently were significantly better than those were engaged in information activities less frequently. Moreover, the result shows that the students who were engaged in social activities more frequently were significantly better on both the level of participation of the student clubs and the peer relationship, comparing to those less frequently who were engaged in social activities. 5.With regard to every aspect of the development level of learning outcomes, the students who were engaged in both information and social activities more frequently were significantly better than those less frequently users. 6.Peer relationship, using frequency of information and activities, and academic involvement of behaviors of internet using and campus experience can predict the whole learning outcomes. The most important predictor toward the whole learning outcomes was peer relationship.