- 期刊
- OpenAccess
探索醫學系學生居家線上考試之e化監考觀點與學習醫學焦慮度：性別所扮演之角色
Exploring Perspectives of e-Proctored Exam and Learning Anxiety Among Medical Student in COVID-19 Pandemic: The Role of Gender
摘要
新冠肺炎疫情持續延燒期間，各級學校停課居家線上學習至學期末結束，原有的學期考試則需以線上考試的方式進行。為維護線上考試的公平性，各校發展出不同的e化監考機制。本研究旨在探究醫學系學生實施e化監考線上考試時之觀點，及其學習醫學焦慮程度是否可以預測學生之學習成效。研究對象為醫學系三年級114位學生，於基礎臨床整合課程中的兩模組進行e化監考環境居家線上考試，考試之後分別進行e化監考線上考試觀點及學習醫學焦慮度問卷，而後以學生考試成績為學習成效變項，以階層迴歸分析法來分析不同層次的問卷變項與學習成就變項的關聯性。研究結果發現，兩個問卷工具可以有效預測學生的學習成效。在疫情的情況下，醫學生大致認同e化監考線上考試可以維護評量的公平性。而在e化監考環境中，性別會與學習醫學焦慮度問卷之害怕與壓力變項以及學科焦慮變項產生交互作用。與女學生的學習表現不同，男學生對於考試越感到害怕以及壓力，則有更低的成績；而男學生對於學科越感到焦慮，則會有更高的成績。因此，本研究建議在e化監考環境中，應特別注意因考試形式害怕有壓力，以及對於學科焦慮而影響到男女學生最後有不同的學習表現。
並列摘要
During the period of the COVID-19 pandemic, schools at all levels suspended online learning until the end of the semester, while the original semester exams had to be administered online. In order to maintain the fairness of online examinations, schools developed different online proctoring mechanisms. The purpose of this study is to investigate medical students' perceptions when implementing e-proctored online examinations and whether their anxiety level in studying medicine could predict students' learning achievement. The target population was 114 students in the third year of the Department of Medicine, and the e-proctored online examinations were conducted in 2 blocks of the basic clinical integration course. After the exams, they completed questionnaires on e-proctoring perspectives and levels of medical anxiety. The students' exam results were used as the dependent variable of academic performance, and hierarchical regression analysis was used to analyze the correlation between different levels of questionnaire variables and academic achievement variables. The results of the study revealed that the two questionnaire instruments were effective in predicting students' learning outcomes. In the case of pandemic, medical students generally agreed that e-proctored online examinations could maintain the fairness of the assessment. In the e-proctored setting, gender interacted with the fear and stress variables of the Learning Medicine Anxiety Questionnaire and the subject anxiety variable. Unlike female students, male students who feel more afraid and stressed during exams tend to have lower scores. However, male students who feel more anxious about the subject tend to have higher scores. Therefore, this study suggests that special attention should be paid to the effects of test anxiety and subject-specific anxiety on male and female students' learning performance in e-proctoring environments.