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    Title: 大學生專題導向學習之學習成果調查研究
    Other Titles: A study of learning outcomes of project-based learning for university students
    Authors: 王大成;Wang, Da-Cheng
    Contributors: 淡江大學教育科技學系碩士在職專班
    高熏芳
    Keywords: 專題導向學習;學習成果;Project-Based Learning;Learning Outcomes
    Date: 2015
    Issue Date: 2016-01-22 14:45:40 (UTC+8)
    Abstract: 本研究旨在探討淡江大學大學生專題導向學習之學習成果調查研究,包含專案管理、批判性思考、創造力、團隊合作、溝通表達、資訊素養、自我成長共七個面向,並且瞭解大學生人口變項、課程實施變項對專題導向學習之學習成果影響,以提供專題導向學習課程設計規劃及課程發展建議。本研究採自編「大學生專題導向學習之學習成果調查研究問卷」進行調查,學習成果為學生自我認同之學習獲得情形,同意程度採Likert五點量表計分,本問卷之整體信度Cronbach’s α值為.964。本研究針對淡江大學102學年度專題導向學習課程學生,共計發放問卷365份,回收有效問卷285份,有效問卷回收率91%。

    本研究結果如下:
    一、學生參與專題導向學習整體習成果平均得分為3.95,顯示學生學習成果的獲得與學習感受良好。學習成果依面向由高至低排序為:溝通表達、團隊合作、自我成長、創造力、資訊素養、批判性思考、專案管理。
    二、在學生的人口變項方面,性別變項在專題導向學習成果表現無顯著差異,學院變項在專題導向學習成果表現有顯著差異。
    三、在課程實施變項中,小組角色、定期小組會議、定期檢視進度在專題導向學習成果表現有顯著差異。

    本研究提出以下建議:
    一、對實施專題導向學習課程之建議
    (一)在專題導向學習課程,小組角色可輪流擔任,讓小組成員都有互相學習的機會。
    (二)專題導向學習課程進行過程中,需要運用專案管理的專業知識及技術,建議在大學生課程設計或專題導向學習課程的實施,加強專案管理知識。
    (三)專題指導老師在專題導向學習課程扮演重要的角色,在課程的設計上老師應適切的發揮其角色功能。

    二、對未來研究的建議
    (一)本研究因收集樣本較少,在研究之解釋性相對較低,建議未來研究者,可擴大抽取樣本面向及樣本數。
    (二)本研究僅實施調查淡江大學,後續研究者可擴大學校數,全面了解大學校院專題導向學習的成果,並比較不同實施方式的學習成果。
    The purpose of this study is to investigate learning outcomes of project-based learning by students of Tamkamg University; seven dimensions including , project- management, critical thinking, creativity, teamwork, communicative literacy, information literacy and personal development were considered. In order, to provide advice and suggestion, this study analyzed the variable differences in learning outcomes by understanding the effect of student population change, and project-based curriculum design. The results of the study provide suggestions for the improvement of future implementation of project-based lessons and curriculum design courses for Tamkang University.
    The research questionnaire titled, " The study of learning outcomes by university student through project-based learning questionnaire" was developed by using Likert scales ranging from 1 to 5 points to measure the effect of project-based learning learning outcomes. The questionnaires were sent to 365 students whom were enrolled in project-based lesson courses for the academic year of 2013 and there were 285 returned with 91% of valid rate. The reliability of the questionnaire is .964 of Cronbach’s α.

    The conclusion of the research were summarized as follows:
    1.The average degree of learning outcomes whom had participated in project-based learning courses is 3.95, which means most of the students agreed that they have learned well from project-based learning. The 7 dimensions, the rankings of learning outcomes are listed from high to low as follows: (1)communicative literacy, (2)teamwork, (3)personal development, (4)creativity (5)computer literacy, (6)critical thinking, and (7) project-management.
    2.The learning outcomes varied with different variables. The variable student population, showed that gender showed no significant difference in learning outcome for project-based learning. However, student in different academic department showed significant difference in learning outcome for project-based learning courses.
    3.While the variables, implementation of project-based curriculum courses, significant difference in learning outcome for project-based learning were found in students'' team role, periodic team meetings, and periodic progress reviews.

    The following suggestions were made for the future practice and research:
    1.Suggestions for Project-based curriculum design:
    (1) Students can rotate and take on different roles on the team for project-based learning lessons. So to provide every member with opportunity to gain different learning experiences.
    (2) During on-going project-based learning lessons, large amount of professional knowledge and expertise in project management needs to be applied. Thus it is advise that when designing and implementing project-based learning curriculums, emphasis on strengthening student project management knowledge is to be enforced.
    (3) Professors'' instructing, play an important role in project-based learning courses, it is recommended that the role of the instructor is to be defined.
    2.Suggestions for future research
    (1) Due to the small sample size collected in this study, relatively low explanatory research association were made. Therefore, the expansion in the number of sample size is suggested for future research.
    (2) To investigate and compare the learning outcomes and implementation of different project-based learning programs among different universities.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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