學生考勤 e 化使用與缺課行為因素及校園整合經驗研究～以一所科技大學為例

黃郁雯

指導教授 ： 張雪梅

國立臺灣師範大學/教育學院/公民教育與活動領導學系在職進修碩士班/碩士(2010年)

摘要

本研究旨在探討學生考勤 e 化使用與學生缺課行為因素及校園整合之關係。研究目的包括：一、瞭解學生考勤 e 化使用的現況。二、瞭解學生缺課行為因素的現況。三、瞭解校園整合經驗(學術整合、人際整合)的現況。四、瞭解不同背景變項學生考勤 e 化使用、缺課行為因素、校園整合經驗(學術整合、人際整合)之差異情況。五、瞭解考勤 e 化使用與缺課行為因素之相關性。六、瞭解缺課行為因素與校園整合經驗(學術整合、人際整合)之相關性。七、瞭解考勤 e 化使用與校園整合經驗(學術整合、人際整合)之相關性。八、歸納研究發現，並瞭解學生學習相關問題後，作成結論並給予研究學校以改善考勤 e 化功能設計之建議，及相關學術未來研究之參考。
以自編「考勤 e 化使用與缺課行為因素及校園整合經驗」為研究工具，量化研究採叢集抽樣，問卷內容分為五個部分：第一部分為「個人基本資料」，第二部分為「考勤 e 化使用量表」，第三部分為「缺課行為因素量表」，第四部分為「校園整合經驗量表」，第五部分為開放式問題。
研究樣本以北部一所大學98學年度二至四年級學生為研究對象，問卷共發出989份，回收907份，有效問卷876份。所得資料以SPSS 17.0中文版進行描述統計、t－考驗、單因子變異數分析(ANOVA)及皮爾遜(Pearson’s)積差相關等統計方法進行分析。
本研究結果發現：
一、考勤 e 化使用頻率以每週使用1～2次為最多。
二、對於考勤 e 化使用，學生認同考勤 e 化系統操作流程所帶來的便利性，對於系統資訊整合提供的個人考勤資料，也給予肯定。
三、學生認為與其缺課行為最有關連性的前三名分別為「任課老師教學方式引不起興趣」、「學校選課作業方式不理想」及「課程安排時段不理想」，最沒有關連性的前三名分別為「大學是「由你玩四年」的地方，上課學習不是最重要的事」、「花太多時間打工」及「沒有人約束我」。
四、學生在校園整合經驗量表最高分的三道題目均落在「人際整合」，而與同儕間的互動比與師長的互動還好，顯示學生與同學建立良好的關係並不困難，且滿意於彼此間的友誼。
五、不同學院別、不同住宿方式、每週不同社團參與頻率、不同工讀經驗、開學至今平均每週缺課節數不同學生之考勤 e 化使用有差異。
六、不同性別、不同學院別、不同住宿方式、不同工讀經驗、開學至今平均每週缺課節數不同及上學期修習課程結果不同學生之缺課行為因素有差異。
七、不同年級、不同學院別、每週不同社團參與頻率、每週不同工讀經驗及上學期修習課程結果不同學生之校園整合經驗有差異。
八、考勤 e 化使用頻率與滿意度和缺課行為因素幾乎無關。
九、缺課行為因素與校園整合經驗的相關性均介於微弱至低度負相關。
十、考勤 e 化使用頻率與滿意度和校園整合經驗均為低度正相關。

本研究依據研究結論，分別對學校相關單位、學生與後續研究方面，提出具體建議。

關鍵字

e化 ； 缺課行為 ； 學生考勤 ； 校園整合

並列摘要

The purpose of this study is to explore the relationships among the using of E system of studying attendance check, the factors of student’s absence behavior, and institutional integration. The aims of this study include: A. Understanding the status quo of the using of E system of studying attendance check; B. Understanding the status quo of the factors of student’s absence behavior; C. Understanding the status quo of institutional integration experiences (academic integration and interpersonal integration); D. Understanding the differences in the using of E system of studying attendance check, the factors of absence behavior, and institutional integration experiences (academic integration and interpersonal integration) among students of different backgrounds; E. Understanding the relationship between using E system of studying attendance check and the factors of absence behavior; F. Understanding the relationship between the factors between student’s absence behavior and institutional integration experiences (academic integration and interpersonal integration); G. Understanding the relationship between using E system of studying attendance check and institutional integration experiences (academic integration and interpersonal integration); and H. Generalizing all the findings, understanding the students’ problems in learning, and drawing a conclusion to offer suggestions to the school authority for improvements in the design of the functions of E system of studying attendance check, and also as a reference for further academic studies.
The research was conducted by using the self-compiled “The Using of E System of Studying Attendance Check, the Factors of Student’s Absence Behavior, and Institutional Integration,” with the quantification made through Cluster sampling. The questionnaire included five parts: I, Personal Details, II, E System of Studying Attendance Scale, III, Factors of Student’s Absence Behavior Scale, IV, Institutional Integration Experience Scale, and V. Open Questions.
The research samples ranged from sophomore to senior students of a university of science and technology located in northern Taiwan. There were 989 questionnaires issued, with 907 received, among which 876 were effective. The data were analyzed with descriptive statistics SPSS17 (Statistical Package for the Social Sciences, SPSS Base 17.0 for Windows), Two-Sample t Test, One-Way ANOVA, and Pearson correlation and canonical correlation.
The findings are:
A.The frequency of the highest percentage of students using the E system of studying attendance check is 1-2 times a week.
B.The students regard the convenience and the personal information provided by the E system of studying attendance check as positive.
C.From students’ viewpoints, the top three factors causing students’ absence are: 1. Unattractive teaching methods. 2. Undesirable course-selection procedures. 3. Inappropriate course-hour arrangements. And the most irrelevant factors are: 1. The university is a place for fun; going to classes is not important. 2. I have spent too much time doing part-time work. 3. Nobody restricts me.
D.From the scale of institutional integration experiences, the three highest scores fall on interpersonal integration. The survey shows that students’ peer interaction is better than that with teachers. This shows that it is not difficult for students to establish good relationships among themselves, and they are also satisfied with their friendships.
E.Significant differences are found in using E system of studying attendance check among students of different colleges, different years, different boarding manners, different student-club participation frequencies, different part-time job experiences, and different weekly hours of absence.
F.Significant differences are found in students’ absence behavior among those of different colleges, different years, different boarding manners, different student-club participation frequencies, different part-time job experiences, different weekly hours of absence, and different academic performances in the last semester.
G.Significant differences are found in institutional integration experiences among students of different colleges, different years, different boarding manners, different student-club participation frequencies, different part-time job experiences, and different weekly hours of absence.
H.There is almost no connection between using E system of studying attendance check and the factors of student’s absence behavior.
I.The relationship between the factors of students’ absence behavior and institutional integration experiences is found to be between weak and lowly negative.
J.The relationship between using E system of studying attendance check and institutional integration experiences is found lowly positive.

Constructive suggestions are made to the school authority, the students, and those interested in further research, based on the findings of this study.

並列關鍵字

E(electronic) ； Absence Behavior ； Studying Attendance Check ； Institutional Integration

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