高中體育班實施成效評估之研究

An Evaluation of the Implementation of High School Athletic Classes in Taiwan

李坤培(Kun-Pei Lee)

《大專體育學刊》 8卷1期 (2006/03) Pp. 33-46

https://doi.org/10.5297/ser.200603_8(1).0002

摘要

高中體育班為政府教育發展重點之一，本研究為評估高中體育班實施成效並瞭解四項評鑑間的關係，探討不同背景之高中體育班人員對體育班實施成效反應的差異情形。採用CIPP評鑑模式發展「高中體育班實施成效評估量表」問卷，對26校286名體育班之行政人員或導師進行施測，有效問卷231份，統計方法為Pearson積差相關、t考驗及單因子變異數分析。研究結果發現：一、CIPP四項評鑑間在理想狀況及實際執行情形上均呈現顯著相關；二、男性比女性人員對體育班的實際執行成果有更多的肯定；三、資深者較中生代對體育班的師生條件、經費設備及課程教材有較多的期許，也給予實際執行成果較高的評價；四、在理想狀況的成果評鑑上，職務年資高者比低年資者有較高得分；五、各類評鑑理想與實際均呈現顯著差異，差距最大的是輸入評鑑，而背景評鑑的差距最小；六、各項評鑑及構面的平均得分，就理想而官，除「使學生具有普通高中一般水準的學業能力」因素未呈現正向評價外，其餘各評鑑、構面及因素均達正向評價水準，就實際而言，除背景評鑑及組織結構達正向評價水準，其餘三項評鑑及八個構面均未獲得正向評價。

關鍵字

高中體育班 ； CIPP評鑑模式

並列摘要

This study aimed at evaluating the effects of the implementation of high school athletic classes, and examined the correlation among four evaluations and different responses to the effects of athletic class implementation among the athletic office personnels. This study adopted the CIPP evaluation model to develop an ”evaluation form of effects of high school athletic implementation” questionnaire done by 286 athletic class staff and tutors in 26 schools, with 231 effective questionnaires collected. The statistic methods used were Pearson correlation, t-test, one-way ANOVA. Six main findings were obtained. First, the four CIPP evaluations were apparently correlated in ideal and practical implementations. Second, male staff held more positive attitude toward the athletic class, implementation than the female staff. Third, the seniority expected more but evaluated more highly about athletic class teacher-student conditions, expenditures, facilities, and teaching materials than the middle-status staff. Fourth, in the ideal-condition product evaluation, the seniority scored higher than the juniority. Fifth, there was apparent difference between the ideal and the practical phases in each evaluation; among them, the results of the input evaluations varied greatly, and the results of the context evaluations varied least. Sixth, in the ideal phase, the average scores of each evaluation, factor and dimension were positive except for ”make students acquire normal academic performance.” In the practical phase, only the scores of the context evaluation and the institution structure were positive. The other three evaluations and eight dimensions did not reach the positive level.

並列關鍵字

high school athletic class ； CIPP evaluation model

參考文獻

Stufflebeam, D. L.(1966).A depth study of the evaluation requirement.Theory Into Practice.5(3),121-133.

Stufflebeam, D. L.(1972).The relevance of the CIPP evaluation model for educational accountability.SRIS Quarterly.5(1),19-25.

Stufflebeam, D. L.(1967).The use and abuse of evaluation in Title Ⅲ.Theory Into Practice.6(3),126-133.

Kalamazoo: Western Michigan University Evaluation Cente

Kalamazoo: Western Michigan University Evaluation Center