影響學生學業表現相關因素之探討─以亞東技術學院工業管理系為例

Research on the factors in fluencing students'' academic performance ─ Study of the Department of Industrial Management, Oriental Institute of Technology

陳正道(Jenq-Daw Chen)

指導教授 ： 陳雲岫

元智大學/工程學院/工業工程與管理學系/碩士(2001年)

摘要

摘 要
多年以來在觀察學生的學業表現過程中，常發現有些學生學業表現非常的優秀，但也總有一些學生學業表現十分的不理想，剛開始時總以為學生學業表現的優劣，完全是個人努力與不努力的單純問題，但後來慢慢地發現學生學業失敗的背後，其實都隱藏著許多表面不易察覺的原因，然而就工業工程與管理系的學生而言，這些背後的主要原因是什麼？而它們是如何影響學業表現的？…等，即是本文欲研究的問題。
基於以上，本文主要研究目的為：(1)探討不同性別、組別、基本學科能力別對學業表現的影響。(2)探討不同性別、組別、基本學科能力別對人格特質或學習與讀書策略之影響。(3)探討性別、組別、基本學科能力別與人格特質或學習與讀書策略對學業表現之影響。(4)探討人格特質或學習與讀書習慣與學業表現之相關情形。(5)以典型相關理論探討人格特質及學習與讀書習慣與學業表現之關係。(6)探討是否可建立鑑別學生學業表現的區別函數。(7)探討不同入學管道對學業表現之影響。(8)探討聯考成績對學業表現是否有預測力。
本研究是以亞東技術學院工業管理系日夜間部共十八個班級942位同學為研究對象，利用人格特質與學習與讀書策略量表量測學生人格特質及學習行為，共測得有效樣本777份，並由教務處提供相關成績資料後，運用統計原理及電腦輔助軟體進行分析，探究學生人格特質、學習與讀書策略與學業表現間之關係。
根據研究發現可歸納出下列結論：(1)性別、組別、基本學科能力別對學業表現有顯著的影響。(2)性別、組別、基本學科能力別對人格特質或學習與讀書策略有顯著的影響。(3)性別、組別、基本學科能力別與人格特質或學習與讀書策略對學業表現的影響不大。(4)人格特質或學習與讀書策略與學業表現有顯著相關。(5)利用典型相關分析可清楚解釋人格特質或學習與讀書策略與學業表現之關係。(6)可應用基本學科、人格特質、學習與讀書策略各變項建立鑑別學生學業表現之區別函數，鑑別力達70.5%。(7)不同入學管道學生其學業表現並無顯著差異。(8)以技職聯考成績預測學業表現其預測力甚低，僅能解釋全部變異的10%左右。

關鍵字

學業表現 ； 學業成就 ； 人格特質 ； 學習與讀書策略 ； 學習行為

並列摘要

ABSTRACT
For many years, during the observations of the students’ academic performance, many students have been found to have outstanding results, yet there are also some students who do not perform as well. In the beginning, it seemed like the student’s performance depended solely on whether he puts in the efforts or not. However, as more studies had been done, many underlying reasons had been found which accounted more substantially for the failure or success of a student. So, to a student in industrial management, what are these underlying reasons and how these reasons affect one’s performance is what this paper is trying to explore.
From the above illustrations, the aims of this paper include: 1) Study how different gender, courses and basic academic knowledge affects performance in school. 2) Study different gender, courses and basic academic knowledge affect personality traits or study strategies. 3) Study gender, courses and basic academic knowledge along with personality traits or study strategies affect performance in school. 4) Study the relationship between the student’s personality traits, learning and study habits and academic performance. 5) Use classical theories to investigate the relationship between the student’s personality traits, learning and study habits, and academic performance. 6) Study whether discriminant functions can be established to appraise the student’s performance. 7) Study how different means for school entrance affects the student’s performance. 8) Study whether the results of the joint entrance exam are a good prediction to the student’s performance.
The subjects of this research are the daytime students in the Department of Industrial Management, Oriental Institute of Technology. The human traits, learning and study strategies are used as a measure for each trait and learning behavior. 777 effective samples were obtained and the school administrator provided the results of these students. Making use of statistical principles and statistical software packages like SPSS for analysis to look into the relationship between the student’s personality traits, learning and study strategies and academic performance.
The results show that: 1) Gender, courses and basic academic knowledge have a significant influence on performance. 2) Gender, courses and basic academic knowledge has some influence on the personality traits, learning and study strategy. 3) Gender, courses and basic academic knowledge along with the personality traits, learning and study strategies do not have much influence on performance. 4) Personality traits, learning and study strategies have a significant influence on performance. 5) Use of classical analysis clearly explains the relationship between personality traits, learning and study strategies, and academic performance. 6) General subjects, personality traits, learning and study strategies can be applied as variables for the discriminant function, its appraisal reaches 70.5%. 7) Students who have entered the school through different means are not of a significance to their performance. 8) Use of exam results to predict the students’ performance was not effective. It could only account for around 10% of the total deviance.

並列關鍵字

academic performance ； academic achievements ； personality traits ； learning and study strategy ； learning behavior