大學入學管道對必修課成績表現之影響

The Impact of Entrance Paths to Colleges on Students’ Academic Performance in Required Courses

李美紅(Mei-Hung Lee)

指導教授 ： 江長周

中原大學/商學院/國際經營與貿易研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200842

摘要

本研究主要是要探討不同入學管道之學生在校學業習歷程是否存在著差異性。為達到本研究的目的，以中原大學國貿系93到96學年度，四個學年度入學的學生作為樣本，根據學生本身的入學身份別分成「高中生」、「高職生」與「其他」三類學生，以系專業科目經濟學、商用數學、會計學、統計學、國際貿易理論、企業管理、行銷學、貨幣銀行學、國際貿易實務、國際金融等十四科必修課科成績，做為每位學生在校的學習成就，運用資料探勘方法中t檢定及集群分析，期望找出學生來源的特徵描述及分析，提供教師輔導學生之用。
本文實證結果顯示，在觀察的四個學年度中，經由「高中生」、「高職生」此兩種不同入學身份別的學生在大一的必修課程中經濟學(一)、會計學(一)及會計學(二)有顯著差異，其它科目的學業成績並無顯著的差異。而根據學生本身的入學管道分成「考試入學」、「推甄入學」兩類學生，而進行統計檢定，研究結果「考試入學」的同學貨幣銀行學(一)顯著優於「推甄入學」的同學。而會計學(一)是「推甄入學」的同學學習表現優於「考試入學」的同學。此研究結果雖不能斷定為所有普通教育體系之常態表現，但可提供系所訂定招生不同管道之名額比例方案與教師改善教學與輔導方面之參考。

關鍵字

資料探勘 ； 學業成就 ； 入學管道 ； 入學身份

並列摘要

The aim of the research is to discuss the difference in academic achievement and learning course among students who are admitted to university via different entrance systems. In order to reach the research goal, students who were admitted to Department of International Business, Chung Yuan Christian University during the academic years from 2004 to 2007 were used as the samples. Based on their enrollment status, the samples were divided into “Senior High School Student,” “Vocational High School Student” and “Others” categories. The grades of seventeen compulsory subjects including Economics, Business Mathematics, Accounting, Statistics, International Trade Theory, Business Management, Marketing, Monetary Banking, International Trade Practice and International Finance were used as the student’s academic achievement in university. Moreover, t-test and one of the data mining methods, clustering analysis, were applied with hope to find out the characteristic description and analysis of the student source in order to provide reference to teachers when assisting students.
During the four academic years observed, the empirical results showed the grades of the first year compulsory subjects of Economics(1), Accounting(1) and Accounting(2) for students in the “Senior High School Student” category were significantly different from those in the "Vocational High School Student" category. Yet, the grades for other subjects were not significantly different among students in these two categories. Furthermore, based on the entrance systems, the students were divided into “Examination Entrance” and “Recommendation Entrance” for the statistical analysis. The results showed students in the “Examination Entrance” category had significantly better grades in Monetary Banking(1) than students in the “Recommendation Entrance” category. However, students in the “Recommendation Entrance” category had better grades in Accounting(1) than students in the “Examination Entrance” category. Although the research results may not be used to represent the norm of the general education system, the results may provide reference to university departments for the establishment of the number/proportion of admissions of students from various entrance systems and to teachers for the improvement of the teaching and assistance methods.

並列關鍵字

Entrance System ； Data Mining ； Enrollment Status ； Academic Achievement

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