淡江大學社團課程學習成果及其與相關因素關係之研究

A Study on Learning Outcomes and Correlation Factors of Student Clubs Course in Tamkang University

許晏琦(Hsu Yen-Chi)

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/碩士(2018年)

https://doi.org/10.6345/THE.NTNU.DCEL.025.2018.F02

摘要

本研究旨在瞭解淡江大學社團課程學習成果及其與相關因素，研究方法為問卷調查法，編製「淡江大學社團課程學習成果及其與相關因素關係之研究問卷」為研究工具，以淡江大學106學年度修習通過社團學習與實作課程（以下簡稱社團課程，包含入門課程、活動參與、活動執行任何一部分）之大學部學生為研究對象。
本研究問卷回收1,005份，有效問卷987份，有效回收率83.75%；所得資料分別以描述性統計、獨立樣本t考驗、單因子變異數分析、斯皮爾曼相關分析及階層迴歸法進行量化分析，本研究發現茲分述如下：
一、大學生社團課程參與有中高積極程度，其中以活動執行參與情形積極程度最高、活動參與參與情形次之、入門課程參與情形最低。
二、大學生社團課程學習投入有中度以上學習投入程度，其中以社團課程表現投入程度最高、其次依序為社團課程情感投入、社團課程技巧投入、社團課程互動投入、社團課程態度投入。
三、大學生社團課程學習成果有中度以上學習成果，其中以團隊合作學習成果最高，其次為獨立思考學習成果，最低為樂活健康學習成果。
四、不同個人背景變項（性別、家長對社團支持度、每週參與活動時間、社團屬性、社團職位、社團參與年資、高中社團參與情況、社團課程認同度）與不同社團課程參與（入門課程參與情形、活動參與參與情形、活動執行參與情形）在大學生社團課程學習投入有顯著差異。
五、不同個人背景變項（性別、家長對社團支持度、每週參與活動時間、社團屬性、社團職位、社團參與年資、高中社團參與經驗、社團課程認同度）與不同社團課程參與（入門課程參與情形、活動參與參與情形、活動執行參與情形）在大學生社團課程學習成果有顯著差異。
六、大學生社團課程學習投入與社團課程學習成果具有正向相關。
七、大學生個人背景因素、社團課程參與及社團課程學習投入等三區組階層迴歸模式，在淡江大學社團課程學習成果其解釋力依序為21.7%、15%、26.5%，其聯合解釋力為63.2%。
八、最後，本研究針對淡江大學修習社團課程學生、社團組織、課程授課教師、學校輔導單位及教育主管單位，以及未來研究等五方面提出具體建議。

關鍵字

社團課程 ； 社團投入 ； 高等教育 ； 學習成果

並列摘要

The purposes of this study were to understand the learning outcomes and the correlation factors of the student clubs course in Tamkang University. The study used quantitative questionnaire survey. The subjects of this study were students of Tamkang University who has qualified in this Learning and Practice of Student Clubs course (hereinafter called student clubs course) during 2017 (Any part of this course will be counted including Introduction Course, Participation in Activities, and Execution of Activities.) The data were collected using the “The Questionnaire of Learning Outcomes and Correlation Factors of Student Clubs Course in Tamkang University.”
Totally, 1,005 responses were received and among them 987 were valid. The valid response rate was 83.75%. Reliability analysis, descriptive statistics, independent sample t-test, one way ANOVA, and Spearman's rank correlation analysis, and hierarchical regression were conducted to analyze the data. The findings are listed as follows：
1.College students have mid-high level of participation in student clubs course. Their participation in student clubs course is, in descending order of scores, Execution of Activities, Participation in Activities, and Introduction Course.
2.College students have mid-high level of learning engagement in student clubs course, their learning engagement in student clubs course are, in descending order of scores, behavior engagement, emotion engagement, skill engagement, interaction engagement and attitude engagement.
3.College students have middle level of learning outcomes in student clubs course, their learning outcomes are, in descending order of scores, A Spirit of Teamwork and Dedication, Independent Thinking and A Cheerful Attitude and Healthy Lifestyle.
4.Background of individual students（gender, support from parents, average time spending per week in activities, club category, position in club, seniority club participation experience in High school, sense of student clubs course identity）and different parts of participation in student clubs course（Introduction Course, Participation in Activities, and Execution of Activities）contribute to significant difference on college students’ learning engagement in student clubs course.
5.Background of individual students（gender, support from parents, average time spending per week in activities, club category, position in club, seniority club participation experience in High school, sense of student clubs course identity）and different parts of participation in student clubs course（Introduction Course, Participation in Activities, and Execution of Activities）contribute to significant difference on college students’ learning outcomes in student clubs course.
6.There is positive relationship between learning engagement and learning outcomes of the student clubs course.
7.The explanatory power of the hierarchical regression of “background of individuals”, “participation in student clubs course”, and “learning engagement in student clubs course” in relation to “learning outcomes in student clubs course” is 21.7%, 15% and 26.5% respectively. These three explained 72.12% of total variance.
8.Based on the findings, suggestions are provided for students who are going to take this course in Tamkang University, student clubs, teachers, counseling units, education management units, and future studies.

並列關鍵字

student clubs course ； learning engagement in student clubs course ； higher education ； learning outcomes

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