班級規模對教學評分降幅之影響

The Negative Influence of Class Size on Teaching Evaluation

楊維邦(Wei-Pang Yang) ； 熊欣華(Hsin-Hua Hsiung) ； 陳欽洲(Ching-Chou Chen)

《慈濟大學教育研究學刊》 8期 (2012/05) Pp. 215-235

https://doi.org/10.6754/TCUJ.201205.0215

摘要

班級規模常被認為是影響教學評分的重要因素，但對其影響強度與班級規模為何會有如此的影響尚未充份瞭解。本研究從社會心理學的觀點，以去個人化（deindividuation）與匿名性的概念，解釋較高的班級規模所產生的教學評分偏低現象，並描述學生受同儕規模影響的心理狀態。研究樣本資料為台灣某國立大學的所有大學部課程，教學評分包含94至96學年度以及97至98學年度兩個時間區段，為檢驗各學院之間的差異性，本研究按學院別區分為多個群體，並分二個時間區段以迴歸分析驗證結果的穩定性。研究結果發現，雖然各個群體在班級規模對教學評分的影響強度或有不同，但均顯著地呈現負向影響效果。為彌補班級規模對教學評分所產生的不利影響，本研究據此提出對較大班級規模進行調分的補償模式。此補償模式可有效提升教學評量分數進行比較時的公平性，並提供一個評量實際教學表現的實用方法。

關鍵字

班級規模 ； 教學評量 ； 去個人化 ； 匿名性

並列摘要

Class size is generally regarded to have an important influence on teaching evaluation, but the strength of this influence and why class size has such an influence have not yet been fully understood. Drawing on the theories from social psychology, this study adopts the concepts of deindividuation and anonymity to explain the reduction of teaching evaluation in large classes, and describes how students' psychological status is affected by the number of classmates. This study obtained data from a national university in Taiwan. The research sample was evaluation scores of all undergraduate courses during the period from 2005 to 2007, and the period from 2008 to 2009. To examine the differences among colleges, this study divided sample into several groups and used two-period data to test the stability of regression results. While the strength of influence varies, results consistently reveal that class size has a significant and negative influence on teaching evaluation. To compensate the disadvantageous effect of class size on teaching evaluation, this study provides a remedy equation to adjust teaching evaluation for large classes. This equation facilitates the equality for the comparisons among teaching evaluations, and provides a practical method to assess teachers' actual performance.

並列關鍵字

class size ； teaching evaluation ； deindividuation ； anonymity