本研究旨在探討國立臺北科技大學學生個人背景變項對其學習策略與學業成績之影響,以及學習策略和學業成績之關係。首先蒐集學習策略之相關研究加以探討,除引用李咏吟、張德榮與洪寶蓮(1991)所修訂之「大學生學習與讀書策略量表」外,亦自編「個人背景資料調查問卷」,並以國立臺北科技大學九十五學年度四技部二年級學生前一學年度之學業成績總平均,作為學生學業成績表現。自2006年10月24日起至12月12日止,利用系班週會的時間,共計進行五次施測,發放1,038份問卷,有效回收問卷782份,有效回收率為75.34%。 本研究以描述統計、單一樣本t考驗、獨立樣本t考驗、單因子變異數分析、二因子變異數分析、皮爾森積差相關與多元逐步迴歸分析進行資料統計與分析,並獲致以下結論: ㄧ、研究工具信度較原量表高; 二、國立臺北科技大學學生學習策略有待加強及改進; 三、女性、讀書時間越長、父親影響較深以及高家庭社經地位的臺北科大學生在學習策略上表現較好; 四、低家庭社經地位的女生在考試策略的展現上較中高家庭社經地位的女生為弱; 五、學習策略和學業成績有正相關; 六、動機、考試策略、時間管理、解決學習困難、男性、訊息處理以及讀書時間1小時以下能有效預測學業成績。 並根據結論,提出二點建議: ㄧ、對國立臺北科技大學行政主管之建議:(1)增進教師對學習策略的輔導知能;(2)健全導師制度;(3)加強輔導學生學習策略。 二、對國立臺北科技大學教師之建議:應針對不同的性別、系別與家庭社經地位的學生,鼓勵其使用不同的學習策略。
This study was aimed to explore the relationship among students’ background, their learning strategies, and their academic performance. First, after literature review, a questionnaire“ LASSI: Learning and Study Strategies Inventory” that Lee, Chang and Hung (1991) developed was used to survey with students’ background. Second, the scores of academic performance was according to their last academic year. With a sample size of 1,038 respondents and a response rate of 75.34%, 782 eligible completions were collected for data analysis via frequency distribution, one-sample t test, independent sample t test, one way analysis of variance, two way analysis of variance, Pearson correlation and multiple stepwise regression. Based on the result of this survey, there were six conclusions as follows: 1. The validity was higher than original inventory; 2. Students’ learning strategies should be improved; 3. Students background with female, longer study time per day, father’s involvement and higher socioeconomics had better performance in their learning strategies; 4. Female students in lower socioeconomic had weak test strategy; 5. There were positive relations between learning strategies and academic performance; 6. Variables including motivation, test strategy, time management, learning difficult solution, male, information process and study time under 1 hour per day, can effectively predict academic performance. According to the conclusions, there were two recommendations as follows: 1. For authorities concerned, teachers’ competencies about teaching learning strategies, the tutor system and students’ learning strategies should be improved immediately. 2. Teachers should encourage different students to use different learning strategies according to their background.