性別教育課程選課行為與學習成效影響因素探討：以中部某醫學大學為例

A Study on the Influencing Factors of Course-Choosing Behaviors and Learning Achievements for Medical Students' Gender Education

吳慧卿(Hui-Ching Wu)

《教育科學期刊》 16卷1期 (2017/06) Pp. 19-55

摘要

性別是健康與疾病的決定性因素。性別敏感度的訓練，讓健康照護專業人員，擁有辨識性別差異的健康風險，具有付諸行動、消弭健康不平等的能力。因此，融合性別教育與醫學教育，是醫學大學培養健康照護專業人才重要訓練。本研究運用大數據分析的概念，以中部某醫學大學101至103學年度的全校性、多年度、多變項的性別課程資料，清匯全校6個學期、78門性別課程、6844選課人次之學生基本資料檔、開課資料檔、課程成績資料檔，建立本研究之學生學習資料集。透過多年度資料驗證發現，課程類型、教師性別、入學管道、入學資格與戶籍區域，對於學生選課行為及學習成效具有性別差異的影響。

關鍵字

性別教育 ； 學習成效 ； 學習分析 ； 醫學教育

並列摘要

Gender is an essential determinant of health and illness. Consequently, courses relating to gender sensibility empower health care professionals to identify health risks based on gender differences thereby helping in the decision-making and policy practice processes aimed at eliminating gender-based health inequality. Integrating gender education into medical education is an important training process to foster gender-related knowledge and awareness in health care professionals. We applied ideas related to Big Data and Learning Analytics to analyze a medical university gender education courses' data in this study. For this, we combined data derived from six semesters; 78 courses; 6,844 students' base, course, and instructor files; and score files to construct our research dataset. The objective of this study is to investigate the factors that influence students' course-choosing behaviors and learning achievements in gender education courses. The analysis revealed the following as significant factors that influence students' course-choosing behaviors and learning achievements: course type, teacher's gender, entrance channel, student status, and registered residence. In terms of student course-choosing behavior, the number of female students is higher than that of males. For six semesters, all course types (theory/communication), teacher's gender, entrance channel (entrance examination/application enrollment) have a statistically significant level. Communication-type courses and male teachers are more attractive to male students. Female students applying for admission using the individual applicant and school recommendation channels prefer to choose gender courses more than that of their counterparts, coming through joint college entrance examination. In terms of learning achievements, female students have a better study performance than that of males and have achieved statistically significant levels in all the six semesters. In sum, factors such as course type, teacher's gender, entrance channel, general students, and registered residence (districts of middle, north, and south in Taiwan) have a significant impact on the effectiveness of learning achievements for medical students' gender education.

並列關鍵字

gender education ； learning achievement ； learning analytics ； medical education

參考文獻

王秀槐、黃金俊(2010)。擇其所愛、愛其所擇：從自我決定理論看大學多元入學制度中學生的科系選擇與學習成果。教育科學研究期刊。55(2)，1-27。

王惠蓉、羅文星(2014)。跨領域教學在性別教育課程之實踐。通識教育學刊。14，59-86。

王雅各(1999)。大學通識教育“性別與兩性關係”相關課程師資與教學教法適切性的研究。通識教育。6(1)，99-127。

王儷靜(2005)。修習性別教育課程對師院生性別意識影響之探究：以札記寫作為媒介。教育學刊。25，155-176。

王儷靜(2013)。重探性別融入教學之〔融入〕 意涵。女學學誌： 婦女與性別研究。32，1-40。