高等教育課後輔導之個案研究—以桃園市某科技大學為例

The Exploration of the After School Tutorials in Higher Education: A Case Study of University of Science and Technology in Taoyuan City

陳玟玲(Wen- Lin Chen)

指導教授 ： 葉寶文

健行科技大學/商管學院/財務金融系碩士班/碩士(2019年)

摘要

為了精進大專院校學生的專業能力，及有效提升大學的教學品質，教育部於2005年訂定「獎勵大學教學卓越計畫」，其中各獲得補助之大專院校也推行課後輔導教學制度，至2016年已有12年。本研究旨在探討大學實施課後輔導教學機制對學生學習滿意度，提供高等教育課後輔導教學之成果，作為提升與改善高等教育學生學習興趣與成績的參考。為了探討高等教育學生對課後輔導教學之學習滿意度情況，故本研究以桃園市某科技大學財務金融系學生為樣本，進行課後輔導學習滿意度問卷調查，以改善課後輔導課程設計並提升學生學習興趣與成效，針對參與課後輔導大學生之「年級」、「學習科目」、與「參加課後輔導原因」等測量因子或指標，與「學習滿意度」量表進行相關性討論與變異數分析之實證討論。研究結果顯示，學生參加課後輔導的原因與學習滿意度的關係，以「自願參加」和學習滿意度之相關性達到顯著水準，兩者之間具有正相關。課後輔導教學的實施，由學生對教師的滿意度來看，教學態度、教材內容、解決課業問題方面能帶給學生滿意感受度最高，然而以學生個人的角度觀之，學生的學習興趣與成績進步等面向能帶給學生滿意感受度偏低。學生對不同科目的課後輔導學習滿意度亦呈現顯著差異。整體而言，課後輔導制度對學生學習都有正面的效果，本研究結果提供高等教育作為改進課後輔導機制提升教學效能及學生學習滿意度的參考。

關鍵字：課後輔導、學習滿意度、學習動機、教學效能、變異數分析、迴歸分析

關鍵字

課後輔導、學習滿意度 ； 學習動機 ； 教學效能 ； 變異數分析 ； 迴歸分析

並列摘要

In order to enhance professional abilities of college students and effectively improve teaching quality of universities, the Ministry of Education established “Programs for Promoting Teaching Excellence Universities” in 2005 in which the colleges that receive subsidies also implement the after-school program system and it has been implemented for 12 years till 2016. The purpose of this study is to explore learning satisfaction from the students after universities implemented after-school program mechanism and the results of providing after-school programs in higher education which could be a reference for enhancing and improving interest and achievements of higher education students. In order to explore the satisfaction of higher education students on learning satisfaction of after-school programs, this study used the students from Department of Finance of a science and technology university in Taoyuan City as a sample to conduct survey about learning satisfaction of after-school programs to improve design of after-school program and enhance learning interest and effectiveness of students. It conducted relevant discussion and empirical discussion of analysis of variance about measurement factors or indicators such as “grade”, “learning subject” and “reason of attending after-school programs” and scale of “learning satisfaction” from undergraduate students who attend after-school programs.
The results of the study shows the relationship between the reason and learning satisfaction of students attending after-school programs that reached a significant level in “voluntary participation” and learning satisfaction which has a positive correlation between these two. About implementation of after-school programs, from satisfaction of students about teachers, students have the highest satisfaction in teaching attitudes, contents of textbooks and solving problems of schoolwork; however, from the personal perspective of students, it could bring lower satisfaction in learning interest and advancement of grades. Students have significant differences in their satisfaction with after-school programs in different subjects.
On the whole, the after-school programs system has a positive effect on student learning. The results of this study provide higher education as a reference for improving the after-school programs mechanism to enhance teaching effectiveness and student learning satisfaction.

Keywords: After-school programs, learning satisfaction, learning motivation, teaching 　　　
　　　　 effectiveness, analysis of variance, regression analysis

並列關鍵字

After-school programs ； learning satisfaction ； learning motivation ； teaching effectiveness ； analysis of variance ； regression analysis

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