高醫大學生學習策略與學習成就之相關性探討-以醫學院與口腔醫學院為例

目的：本研究為瞭解高雄醫學大學學生學習策略以及基本資料與學習成效之間的相關性，藉此探討學習策略與基本資料對學生學習成效的預測性。方法：本前瞻性研究為學生學習資料庫數據分析。以102學年度高雄醫學大學大學部醫學院與口腔衛生學院共4學系（醫學系、呼吸治療學系、牙醫系、口腔衛生學系），所有一、三年級在學學生共717人資料，排除未完整填寫問卷、當學期休學、退學學生資料，共有有效樣本571人（醫學系283人、牙醫系165人、呼吸治療學系78人、口腔衛生學系61人）。收集資料包括一、學生的人口學特徵，如性別、年齡、年級、學系別等基本資料；二、102學年度5月份施測的學生學習策略問卷資料。學生學習策略問卷為高雄醫學大學教務處發展的問卷，包括學習動機、認知策略、後設認知策略、資源經營、時間管理等主要學習策略項目；三、學期結束後，102學年度下學期的學生平均總成績資料，進行統計分析其關聯性。利用單一樣本T檢定、卡方檢定、單因子變異數分析來評估影響學習成效之顯著變項，再使用多變項線性迴歸等統計方法檢定不同變項對學業成績間的交互作用。結果：不同學系的學業成績具統計上顯著差異，分析後學習策略並無顯著差異，故可能是不同學系教師的評分差異造成；在性別方面，女生的平均成績高於男生且達統計上顯著差異；年級部份，則是一年級的平均成績高於三年級且達統計上顯著差異，一年級各項學習策略項目的平均得分皆高於三年級平均得分，且認知量表、資源經營量表、認知策略、後設認知策略與努力信念等五個項目達統計上顯著差異；入學管道方面，以申請入學與繁星計畫入學的學生學業成績表現較好，且顯著優於考試入學學生，以「其他」方式入學(例如僑生/外派子女分發、轉學考試、養成計畫等)的學生成績表現則相對較低。整體學習策略在「資源經營量表」（P=0.026）、「時間管理策略」（P=0.015）與學習成效達顯著差異，而「期望成份」與學期學習成效（P=0.014）達顯著差異；但「學習策略量表」、「動機量表」、「認知量表」、「價值成份」、「認知策略」、「後設認知策略」、「努力信念」項目與學習成效的相關係數皆未達顯著差異。以學院區分時，學習策略項目與學習成效的相關性：醫學院分析結果僅「時間管理策略」（P=0.050）與學期學習成效達顯著差異；口腔醫學院學習策略項目僅「期望成份」與學習學習成效的相關性具有顯著差異（P=0.047）。結論：本研究顯示學生對於達成學習任務的期望愈高，或是較會時間管理，其學習成效也相對較好。不同的入學管道中，繁星計畫與申請入學的學生學業成績較考試分發入學的學生成績好。因此，學校應增加繁星計畫與申請入學的學生人數，相對減少考試分發入學的學生人數。此外，教師可運用羅森塔爾效應，強化學生對學習成果的期望，並鼓勵學生適當管理時間來強化學習成效。

關鍵字

學習策略；學習成效；學習動機

並列摘要

Objective The purpose of the study was to exam the relationship between the academic performance and learning strategy among students. Material and methods This study is a prospective study. Students from 4 departments, i.e. Medicine (n=283), Dentistry (n=165), Respiratory therapy (n=78) and oral hygiene (n=61), were collected.Demographic characteristics, such as age, gender, department, and their learning strategies of participants were obtained. The operation definition of students’ learning outcome was their average score . Data were analyzed with Student t-test, ANOVA, Chisq-test and Pearson correlation (Logistic regression) by SPSS 19 software (International Business Machines Corporation, Armonk, New York, USA). A two-sided P value less than 0.05 was considered statistically significant. Result The students’ learning outcomes of various departments were statistically different. Girls were better than boys and Freshmen were better than Junior students in term of learning outcomes. Students from stars plan or apply for admission to university by the school recommendation channel and by the individual application channel had better students’ learning outcomes than those from the Joint College Entrance Examination. However, students from other ways of college entrance, such as Transfer test, had the worst students’ learning outcomes. Students’ learning strategy largely affect their learning outcomes. Expectancy components was the only factor of learning motivation that could predict learning outcomes. All factors of learning strategy could not significantly improve the students’ learning outcomes. However, strategy of time management was the only factor in resources management that could affect the students’ learning outcomes. Conclusion Expectation of students’ learning outcomes and strategy of time management are the factors that can affect students’ learning outcomes. Students from various ways of college entrance will have different students’ learning outcomes. Therefore, a university should enroll more students applying for admission or from stars plan, but reduce the student number from the Joint College Entrance Examination. In addition, teachers of a university should re-enforce students’ expectations of their learning outcomes, and encourage students to properly manage their time for learning.