中華技術學院學生選修通識課程學習滿意度及相關因素

Students' Learning Satisfaction and Relative Factors to the General Education Courses in China Institute of Technology

鄭增財(Tseng-Chai Cheng) ； 湯誌龍(Jyh-Lung Tang)

《中華技術學院學報》 40期 (2009/06) Pp. 585-615

https://doi.org/10.7095/JCIT.200906.0585

摘要

本研究旨在探討學生修習通識教育課程的滿意度及其相關因素。首先透過文獻分析與整理，建立研究的整體架構，繼而選擇問卷調查法，以自行發展之學習滿意度調查問卷為工具，蒐集研究所需資料。調查實施以中華技術學院日間部97學年度上學期選修通識教育課程的學生為對象，施測獲得有效樣本281份。本研究以：次數分配、標準差、排序、t-考驗及單因子變異數分析(ANOVA)及典型相關等統計方法分析資料獲得重要研究結論如下：
一絕大部份通識課程教師教學熱忱很高，教學頗受學生肯定。
二多數學生能了解通識課程之目的與其選課規定，顯示通識課程之宣導功效卓著。
三學生對通識課程較感興趣者為：心理、生活、藝術等三大類，較不喜歡者為：哲學、政治、與社會。
四遠距課程並不一定被學生第一優先考量之選課對象，仍有學生以興趣極獲取知識為選課目標；然而，選讀遠距課程卻是學生免除到校上課壓力的主要因素。
五學生對通識教育之認同度雖高，但實際參與仍顯消極。
六學生受班級選課人數限制，通識科目選課不易如願以償。
七學生最不滿意者為校園行政，學校行政人員對學生的重視程度仍嫌不足，學校行政人員的管理有待加強。
八學生對通識教育的態度會影響到學習的滿意度。

關鍵字

通識教育 ； 學習滿意度

並列摘要

This study aims to explore the learning satisfaction and relative factors of the students who are taking general education courses (GECs) in the China Institute of Technology (CHIT). Through the literature review this study developed the study framework and conducted questionnaire to collect data. The 281 day school students in 2008 school year at CHIT were selected as sampling, the response data analyzed by the statistic methods of frequency and percentage, standard deviation, ranking, t-test, ANOVA and canonical correlation. The main results and conclusions are shown below:
1. Most GECs' teachers are enthusiasm and in high affirmative commendation by students' response.
2. For the well description of the GECs, most students understand the purpose, the course selection rules.
3. The most interesting GECs are psychology, living science, and the arts; and the most dislike GECs are philosophy, political issues, and society.
4. Although the studying pressure can be release by select the distance learning courses, the distance learning courses are not the priority to select by some students.
5. Although the students' recognition identification of GECs is high, the real action to select the GECs is still in negativity.
6. To the reasons that classroom size is limited students can not take the course by their willing.
7. The school administration service is not reach satisfied by students' response; especially students' esteem from administrators would be more concern.
8. Students' learning satisfaction would be influenced by learning attitude, teachers should motivate students' learning attitude while they are studying at GECs.

並列關鍵字

General education ； learning satisfaction