臺北市公立高中學生社團評鑑之研究

Abstract

本研究旨在針對臺北市公立高中學生社團評鑑進行意見調查，並比較不同背景之學生社團幹部對學生社團評鑑意見之差異情形。研究者透過自編之「臺北市公立高中學生社團評鑑意見調查問卷」進行分層抽樣，對臺北市公立高中學生社團幹部實施調查，總計獲得有效問卷668份。所得資料以SPSS 23套裝統計軟體進行描述統計、t檢定、單因子變異數分析，獲得結論如下：

一、臺北市公立高中社團幹部對社團評鑑之看法 （一）社團幹部對於社團評鑑目的、社團評鑑目的之達成程度皆為高度同意，在社團評鑑目的部分，社團幹部強烈同意「建立社團完整資料以利傳承」、「增進社團經驗交流與觀摩」、「肯定社團優良表現」及「促進社團幹部自我反省」；在社團目的達成部分，社團幹部強烈同意「建立社團完整資料以利傳承」及「肯定社團優良表現」。 （二）社團幹部對於社團評鑑委員同意程度之看法，多數為高度同意，少數為中度同意；其中社團幹部強烈同意「活動組長（或老師）」、「社團指導老師」及「具有社團輔導經驗的外校老師」。 （三）社團幹部對於社團評鑑方法的同意程度皆為高度同意，尤其幹部強烈同意「社團自我評鑑」及「社團舉辦成果發表」。 （四）社團幹部對於社團評鑑結果應用之看法，除「做為社團招生人數制定之依據」及「做為社團辦理活動次數制定之依據」為中度同意外，其他皆為高度同意。 （五）社團幹部在社團評鑑曾遭遇之問題部分為高度同意，部分為中度同意，其中強烈同意「評鑑委員難以了解社團的真實情況」；而社團幹部在遭遇問題之調整皆為高度同意，其中強烈同意「提早公告評鑑作業期程」、「針對不同類型之社團安排不同之評鑑方法」、「針對不同類型之社團規劃不同之評鑑內容」、「簡化社團評鑑內容」及「評鑑結果應包含對社團經營的具體改善建議」。 二、臺北市公立高中不同背景社團幹部對學生社團評鑑的看法之差異 （一）在不同性別幹部對於社團評鑑的看法中，男生在「社團評鑑曾遭遇問題」與「社團評鑑遭遇問題之調整」的同意程度皆高於女生。 （二）在不同職務社團幹部對於社團評鑑的看法上，其他幹部在「社團評鑑委員」及「社團評鑑方法」的同意程度低於社長及副社長。 （三）在不同學校規模幹部對於社團評鑑的看法上，學校規模較大者在「社團評鑑目的」、「社團評鑑委員」、「社團評鑑方法」、「社團評鑑結果應用」、「社團評鑑目的達成」之同意程度低於學校規模較小者；而對「社團評鑑曾遭遇問題」之同意程度高於學校規模較小者。 （四）在不同類型社團幹部對社團評鑑的看法上，音樂性社團在以「舉辦成果發表」作為「社團評鑑方法」的同意程度高於其他類型之社團。 （五）在不同規模社團幹部對於社團評鑑的看法上，社團規模較大者對於「社團評鑑結果應用」的同意程度低過社團規模較小者；對於「社團評鑑曾遭遇之問題」的同意程度則高於社團規模較大者。 （六）在不同社團歷史幹部對於社團評鑑的看法上，社團歷史較長者，對於「社團評鑑目的」、「社團評鑑委員」、「社團評鑑方法」、「社團評鑑內容」及「社團評鑑結果應用」之同意程度皆低於社團歷史短者；而社團歷史較長者，對於「社團評鑑曾遭遇問題」之同意程度高於社團歷史較短者。 （七）社團評鑑成績為丙等之幹部，在以「舉辦成果發表」做為「社團評鑑方法」的同意程度低於其他評鑑成績之幹部，而在「社團評鑑委員」及「與社團幹部進行晤談」的同意程度高於其他成績之幹部。The present study aims to investigate public high school students’ opinions as to the evaluation of extracurricular clubs and compare the differences in opinions expressed by student cadres from different backgrounds. The researcher employed the stratified sampling method through her self-designed “Questionnaire for Investigating Students’ Opinions about the Evaluation of Extracurricular Clubs in Taipei City’s Public High Schools,” which was administered to student club cadres in Taipei’s public high schools. A total of 668 valid questionnaires were yielded. The data were entered into SPSS 23 statistics software to perform descriptive statistical analysis, t-tests, and Analysis of Variance (ANOVA). The conclusions obtained were as follows. 1.The opinions regarding the evaluation of extracurricular clubs from student cadres in Taipei’s public schools: (1)Student cadres all highly agreed with the purpose of evaluating extracurricular clubs and the extent to which that purpose was fulfilled. They alsostrongly agreed that by so doing, “complete information regarding their clubs was accumulated and thus could be readily passed on to their junior classmates,” that “experience exchange and learning to expand extracurricular club experiences were facilitated,” that “excellent extracurricular club performances were recognized,” and that “fellow student cadres’ self-reflection was promoted.” In terms of achieving individual student clubs’ purposes, student cadres strongly agreed that “complete information regarding their clubs was accumulated and thus could be readily passed on to junior classmates” and that “excellent extracurricular club performances were recognized.” (2)When it comes to agreeing with the evaluations done by the committee members, most student cadres highly agreed. Few reported agreeing moderately. Some student cadres highly agreed with “the coordinator of student activities (the teacher in charge of student activities),” “staffer in charge of extracurricular student clubs,” and “outsourced teachers with experience in supervising student clubs.” (3)Student cadres all highly agreed with the way the evaluation was performed. Among the descriptors, student cadres strongly agreed with “student club self-evaluation” and “the end-of-the-year performance delivered by clubs.” (4)In terms of student cadres’ views on putting extracurricular club evaluation outcomes to use, student cadres all highly agreed with the descriptors in the category, except for “using extracurricular club evaluation outcomes as a basis for determining a cap on the number of new recruits allowed” and “using extracurricular club evaluation outcomes as a basis for limiting the number of activities each club was allowed to organize,” which they moderately agreed. (5)Student cadres highly agreed on some of the problems they encountered while the extracurricular club evaluation was carried out. They moderately agreed on some. They strongly agreed that “it was hard for committee members who did the evaluating to grasp the real-life situation student clubs faced.” Moreover, student cadres all highly agreed with addressing their problems. Among the descriptors, they strongly agreed with “announcing the time schedule pertaining to the evaluation,” “arranging different methods of assessment for different types of extracurricular clubs,” “organizing different evaluation content for different types of extracurricular clubs,” “simplifying the extracurricular club evaluation content,” and “incorporating concrete advice concerning student club management into the evaluation results.” 2.The differences in opinions expressed by student cadres from different backgrounds in Taipei’s public high schools: (1)As regards the opinions about extracurricular club evaluation by student cadres with different genders, males agreed more than females on “the problems they came across and the problems they addressed” while their student club was evaluated. (2)In terms of the opinions about extracurricular club evaluation by student cadres with different positions, all the others agreed less with “the committee members who did the evaluating” and “the way the evaluation was conducted” than the president and the vice-president did. (3)With regards to the opinions about extracurricular club evaluation voiced by students cadres from schools of different sizes, the students who came from large schools agreed less with “the purpose of extracurricular club evaluation,” “the committee members who did the evaluating,” “the way the evaluation was conducted,”“putting extracurricular club evaluation outcomes to use,” and“the extent to which the purpose of extracurricular club evaluation was fulfilled”than those who came from smaller schools. (4)Regarding the views on extracurricular club evaluation by student cadres from different types of extracurricular clubs, the students from music clubs agreed more with “using the end-of-the-year performance as a way of assessment” than student clubs that fell into categories. (5)In regards to the opinions about extracurricular club evaluation by student cadres from extracurricular clubs of different sizes, the students from bigger extracurricular clubs agreed less on“putting extracurricular club evaluation outcomes to use”but agreed more on “the problems they encountered during the extracurricular club evaluation” than those from smaller student clubs. (6)Concerning the opinions about extracurricular club evaluation by student cadres from extracurricular clubs with a history of varying lengths, the students who came from extracurricular clubs with a longer history agreed less with “the purpose of extracurricular club evaluation,” “the committee members who did the evaluating,” “the way the evaluation was conducted,” “the extracurricular club evaluation content,” and “putting extracurricular club evaluation outcomes” but agreed more on “the problems they encountered during the extracurricular club evaluation” than those who came from student clubs with a shorter history. (7)The student cadres whose club was rated C in the extracurricular club evaluation agreed less with “using the end-of-the-year performance as a way of assessment” but agreed more with “committee members giving interviews to student cadres” than those with a better rating.