科技大學一年級新生學習滿意度調查研究—以中華科技大學為例

A Learning Satisfaction Survey of Freshmen at the University of Science and Technology-A Case Study of the China University of Science and Technology

鄭增財(Tseng-Chai Cheng) ； 湯誌龍(Jyh-Lung Tang)

《高應科大人文社會科學學報》 9卷2期 (2012/12) Pp. 81-117

https://doi.org/10.29888/KUASJHSS.201212.0005

摘要

本研究旨在探討科技大學新生就讀一年後，對學校所提供學習環境項目的重要性評價及滿意度。首先透過文獻分析整理，建立研究整體架構，繼而選擇問卷調查法，以自行發展之學習環境滿意度調查問卷為工具，蒐集研究所需資料。調查實施以中華科技大學2010 學年度日間部一年級學生為對象，採分層隨機取樣方式，施測獲得有效樣本280份。並就問卷所得資料，應用次數分配、平均數、標準差、排序、t-考驗及單因子變異數分析（ANOVA）等方法進行統計分析，研究結果獲致以下主要結論：一、新生對學習環境的重要性評價，六個構面中學生重視依序是：環境設備、課程與教學、學習成就的滿足、學生輔導、行政事務及學生事務與活動。二、整體問卷而言，新生較重視的10個項目依序是：可以選到自己想學的課程、食物選擇多樣性、學校老師對學生尊重、上課時段安排、課堂教室設備、學校的交通服務、選課作業系統、電腦教室設備、學校的獎助學金服務及餐廳舒適性等。三、新生對學習環境的滿意度，依序是：學生輔導、行政事務、課程與教學、學習成就的滿足、學生事務與活動、環境設備。但整體而言，學生對各構面的滿意度皆不高。四、整體問卷而言，新生低滿意的項目是：教師準時上下課、學校老師對學生尊重、圖書館開放時間及提供學生自修場所。新生不滿意的項目依序是：食物選擇多樣性、學校的交通服務、餐廳舒適性、學生社團活動、上課時段安排、課堂教室設備、可以選到自己想學的課程、體育設施、學校舉辦文化藝術活動、選課作業系統及電腦教室設備等。五、新生對學習環境重要性評價與滿意度的差距，差距程度依序是：環境設備、課程與教學、學習成就的滿足、行政事務、學生事務與活動及學生輔導。六、整體問卷項目而言，重要性評價與滿意度平均值差距大於1.0的項目依序是：食物選擇多樣性、學校的交通服務、餐廳舒適性、可以選到自己想學的課程、上課時段安排等、課堂教室設備、選課作業系統、電腦教室設備、體育設施、學校的獎助學金服務、學生社團活動及實習教室設備。

關鍵字

學習環境 ； 滿意度

並列摘要

This study explores the learning satisfaction of first-year students at China University of Science and Technology (CUST). Based on literature review a questionnaire was developed to ask students about their satisfaction on six dimensions of the university learning environment: Administration, Counseling, Curriculum and teaching, Equipment and setting, Satisfaction with learning achievements, and Student affairs and activities. The participants were 280 students who attended classes in the 2010 academic year. The questionnaire data were analyzed using statistical methods, including frequency and percentage, standard deviation, ranking, t-test, and ANOVA. The main findings are summarized as follows:1. The first-year students ranked the importance of the six dimensions in the following order: ”Equipment and setting,” ”Curriculum and teaching,” ”Satisfaction with my study achievements,” ”Counseling,” ”Administration,” and ”Student affairs and activities.”2. Overall, they identified the 10 most important items, in order, as the following: ”Opportunities to enroll in the classes I want,” ”Variety of food in the dining hall,” ”Teachers respect the students,” ”Class schedule,” ”Classroom equipment,” ”University transportation service,” ”System of operating subject choice,” ”Computer classroom equipment,” ”Financial aid services,” and ”Dining hall comfort.”3. Their satisfaction with the six dimensions was ranked in the following order: ”Counseling,” ”Administration,” ”Curriculum and teaching,” ”Satisfaction with my study achievements,” ”Student affairs and activities,” and ”Equipment and settings.” However, the students were not completely satisfied with any of these dimensions.4. The students reported low satisfaction with the following questionnaire items: ”The teacher begins and ends class on time,” ”Teachers respect the students,” ”Library opening time,” and ”Places to study independently.” They indicated the following items were not satisfied: ”Variety of food in the dining hall,” ”University transportation service,” ”Dining hall comfort,” ”Student club activities,” ”Class schedule,” ”Classroom equipment,” ”Opportunities to take the classes I want,” ”Sports facilities,” ”Cultural activities of school conduct,” ”System of operating subject choice,” and ”Computer classroom equipment.”5. The difference between importance and satisfaction in learning environment rankings on the six dimensions is as follows (largest to smallest gap): ”Equipment and settings,” ”Curriculum and teaching,” ”Satisfaction with my study achievements,” ”Administration,” ”Student affairs and activities,” and ”Counseling.”6. The items with a difference of greater than 1.0 in the mean of students' ranking according to importance and satisfaction in the learning environment are the following (largest to smallest gap): ”Variety of food in the dining hall,” ”University transportation service,” ”Dining hall comfort,” ”Opportunities to attend the classes I want,” ”Class schedule,” ”Classroom equipment,” ”System of operating subject choice,” ”Computer classroom equipment,” ”Sports facilities,” ”Financial aid services,” ”Student club activities,” and ”Practice classroom equipment.”

並列關鍵字

learning settings ； satisfaction