同科目不同學制及背景因素對學生學習表現影響之探討

The Influence of Various Educational Systems and Background on Students' Academic Performance

白玉玲(Yu-Ling Bai) ； 楊雅淑(Ya-Shu Yang)

《華醫學報》 46期 (2017/06) Pp. 148-163

摘要

本研究探討護理系學生不同學制及背景因素在相同科目學習成效之影響。研究對象為護理系各學制二年級的學生共290 位，問卷包括基本資料問卷及影響學習成效項目。研究結果發現，護理學生所屬學制在學業總成績達顯著差異(F_(3,286) = 7.085, p ＜ .001)，二技3 年制護理系學生學業成績高於夜四技與五專;學生入學管道在學業總成績達顯著差異(F_(5,284) = 4.279, P＜ .01)，以申請入學高於單獨招生與免試入學。迴歸分析發現，年齡自變項可以解釋學業總成績8.1 %的總變異數。護理系學生所屬學制與學生入學管道在學業總成績達顯著差異，影響學業總成績的重要變項為年齡。本研究建議未來在輔導學生學習成效應加強與學生的關懷與溝通，了解不同入學管道與注意學生年齡，針對個別差異提供輔導，進而提升學習成效。

關鍵字

不同學制 ； 多元入學 ； 學習表現 ； 學習成效

並列摘要

The study surveys academic performance of the nursing students who are educated in different educational systems and come from different backgrounds. This is a cross-sessional study of 290 randomly selected nursing students who are in their sophomore year of nursing school. Statistical data were collected by a questionnaire. This questionnaire includes demographic information and several other factors that directly influence individuals' learning performance. Data were analyzed using percentage, mean, standard deviation, t test, F test, and multiple regression analysis. Sample grades of overall academic subjects is significantly associated with different educational systems (F_(3, 286) = 7.085, p ＜ .001). The results of multiple-comparison, Bonferroni, show that sample mean grades of the students in in two-year technical schools of three-year program (二技3 年制) are higher than those of the students in four-year evening technical school (夜四技) and five-year junior college (五專). Additionally, the mean grades of the students in two-year technical schools (二技) are greater than those of the students in five-year junior college (五專). Sample mean grades of overall academic subjects is also significantly associated with application method (F_(5, 284) = 4.279, P＜ .01). Statistical analysis of several application method (申請入學) provides a higher chances of acceptance than separately waiting to be recruited by the school itself (單獨招生) and entering college without sitting for the entrance examinations (免試入學). Regression analysis shows age is an important variable to influence grades of overall academic subjects. The total explanatory power of the regression model was 8.1%. Recommendations for future research suggest reinforcing showing concern for students and communication with students as counseling students for a more effective learning process. By understanding different application method and being aware of students' age to provide individual consultation to improve students learning performance.

並列關鍵字

academic performance ； different educational systems ； learning outcome ； multiple entrances