不同入學管道學生之學習成效分析－以某科技大學醫務管理系為例

Analysis of Students' Learning Performance among Different College Entrance Paths-A Study of Students in Health Administration at a Technological University

馮兆康(Chao-Kang Feng) ； 潘麗卿(Li-Ching Pan) ； 陳敏郎(Min-Lang Chen)

《醫務管理期刊》 8卷1期 (2007/03) Pp. 85-103

https://doi.org/10.6174/JHM2007.8(1).85

摘要

目的：本橫斷研究主要目的在於探討不同入學管道學生學習成效之差異。
方法：以某科技大學醫務管理系之學生為研究對象，採普查方式進行。學習成效之指標分兩種，一種是以包含6個構面的李克特5點自填式量表評估情意領域成效；另外一種以教務處所提供之學業平均成績資料。本研究共發出296份問卷，回收有效問卷為265份。
結果：265位受訪者累計學業平約成績為72.23（標準差＝6.62），情意領域量表總平均3.21（標準差＝0.38），屬於普通之學習成效。經過邏輯斯複迴歸控制干擾因子後顯示，入學管道及畢業學校類型與學業平均成績之間沒有統計相關，但是學測報考商業類者比報考工管、護理及衛生類者，有較高之學業成績。至於情意領域之學習成效則與入學管道有關，其中推薦甄試生優於聯招生。此外，畢業於綜合高中者比畢業於高職者有較高之情意領域學習成效。
結論：若以提高學生學習成效之觀點，建議該系未來可多選擇經由推薦甄試入學、商業類背景及來自綜合高中背景的學生。

關鍵字

入學管道 ； 學習成效 ； 醫務管理 ； 學業平均成績 ； 情意領域

並列摘要

Objectives: The aim of this cross-sectional study was to explore the difference of learning performance among different entrance-paths students.
Methods: This study used census method to collect data from students of health administration at a technological university. The study used two indices to evaluate learning performance, one was self-administered questionnaire which included a six dimensions with five-point Likert rating scale to measure ”learning performance of affective domain”; the other was grade point average (GPA) which offered from academic affairs office. Out of 296 questionnaires distributed, 265 were completed and used in this study.
Results: The mean score of cumulative GPA (CGPA) was 72.23 (SD=6.62) and mean score of the total scale of affective domain was 3.21(SD=0.38). Through the analysis of multiple logistic regressions with controlling confounding factors, the results indicated that ”college entrance path” and ”type of high school” were not correlative factors of CGPA. However, for the classification of joint entrance examination, CGPA for students registered on business were superior to students registered on nursing, hygiene and industrial management. Regarding performance of affective-domain, there was a relationship with college-entrance path; the students who were enrolled through recommendation had a higher affective-domain performance than that of through joint entrance examination. In addition, the students who were graduated from comprehensive high school inclined to achieve higher affective-domain performance than from vocational high school.
Conclusions: Based the point to promote students' learning performance, researchers suggested this department to recruit more students who had business background, are enrolled through recommended entrance and are from comprehensive high school in future.

並列關鍵字

College Entrance Paths ； Learning Performance ； Health Administration ； Grade Point Average ； Affective Domain

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