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    Title: 淡江大學學生學習投入與學習信心之關係研究
    Other Titles: A study of relationship between learning engagement and learning confidence of Tamkang University students
    Authors: 王家健;Wang, Chia-Chien
    Contributors: 淡江大學教育科技學系碩士班
    高熏芳;Kao, Hsun-Fung Kitty
    Keywords: 學習投入;學習信心;高等教育;learning engagement;learning confidence;Higher education
    Date: 2011
    Issue Date: 2011-12-28 17:29:21 (UTC+8)
    Abstract: 本研究針對淡江大學學生的「學習投入(Learning Engagement)」與「學習信心(Learning Confidence)」進行調查,藉以了解當前大學生的學習投入與學習信心狀況,以及兩者之關係。「學習投入」指的是學生參與能夠讓自己獲得高層次思考和發展的學校活動之狀況,包含學生參與課業與活動的程度以及與同學、教師、校方的互動,共分為「學術挑戰程度」、「主動與合作學習」、「師生互動」、「支援性的校園環境」、「人際關係」五個面向。「學習信心」指的是「學生對於自己完成學習行為具有多少的把握」,分為「成績學習」、「口語表達」、「出席率」、「準備率」四個面向。
    本研究以「淡江大學學生之學習投入與學習信心調查問卷」進行調查,題目改編自美國NSSE的「學生投入調查問卷」與Sander和Sanders發展的「學術行為信心量表」採李克特式5點量表計分。本研究針對淡江大學99學年度大學生,共計發放問卷1,014份,回收有效問卷694份,有效問卷回收率68.4%。

    本研究結果如下:
    一、淡江大學生學習投入與學習信心分數平均值分別為3.22分與3.30分,表現尚可。在學習投入方面,「師生互動」是最需要加強的部分;而學習信心部分,「成績學習」與「出席率」則是表現較差的部分。
    二、在學習投入與學習信心的得分來說,大四學生皆高於大一至大三學生,而理工學科學生表現則不如人文學科學生。另外,社團參與及打工經驗對於學生的學習投入與學習信心也具有顯著正相關。
    三、淡江大學生的學習投入與學習信心之間具有顯著正相關;學習信心對於學習投入則具有可預測性。

    本研究提出以下建議:
    一、對於教育實務的建議
    (一)對淡江大學之建議
    1、淡江大學應加強教師促進學生學習投入的教學能力。
    2、淡江大學必須依學生需求來調整課程安排。
    3、淡江大學必須更重視學生的學習歷程,對學生學習投入進行長期追蹤。
    4、淡江大學必須加強大一新生的學習投入與學習信心
    5、淡江大學必須改善學生出席率,並利用導師制來適時給予學生輔導
    6、淡江大學必須協助社團發展,並鼓勵學生參與社團活動

    (二)對淡江大學教師的建議
    1、教師必須依據學生需求設計課程,並給予學生更多主動學習機會
    2、教師必須給學生更多師生互動的機會

    (三)對淡江大學學生的建議
    1、淡江大學學生必須增加學習投入行為來提升學習信心
    2、淡江大學學生必須主動與教師進行互動

    二、對未來研究的建議
    (一)可透過學生投入與學習信心調查來了解在大學四年中學生的學習成果
    (二)針對影響學生的學習投入與學習信心的相關因素進行研究
    (三)本研究僅針對單一學校進行調查,未來可進行更大規模的調查
    (四)對於大學生的學習投入與學習信心進行長期追蹤
    The purpose of this study is to investigate learning engagement and learning confidence of Tamkamg University students. Through this study, we can understand the circumstances of learning engagement and learning confidence of university students and the relationship between them.
    Learning engagement means students participate in school activities which can help them acquire high-level thinking and development , including students attending classes and school activities and the interaction among students, teachers and the institution, which can divide into five dimensions: “Level of academic challenge”, “Active and collaborative learning”, “Student-faculty interaction”, “Supportive campus”, “Interpersonal relationship”.
    Learning confidence means how much confidence the students have to their learning behavior, which includes “Grades and Studying”, “Verbalising” , “Attendance”, “ Readiness”.
    The research questionnaire, “The questionnaire of Learning Engagement and Learning Confidence of Tamkang University Students”, is adopted from “Student Engagement Questionnaire” developed by NSSE and “Academic behavioral confidence scale” developed by Sander and Sanders. The questionnaire was developed by using Likert scales ranging from 1 to 5 points to measure the agreement degree of the learning outcomes. The questionnaires were sent to 1,014 university students and there were 694 returned with 68.4% of valid rate.
    The conclusion of the research were summarized as follows:
    1. The average scores of learning engagement and learning confidence are 3.22 and 3.30, which means most of university students agreed that their performance is acceptable. As for their learning engagement, “Student-faculty interaction” is the part which should be improved. And about learning confidence, students’ performance in “Grades and Studying” and “Attendance” is worse than other parts.
    2. In the average scores of learning engagement and learning confidence, seniors are higher than the students of other grades. Students from science and engineering colleges have worse performance than students from liberal arts and educational colleges. Besides, participating in the club activities and working part-time also have significantly positive correlation with students’ learning engagement and learning confidence.
    3. Tamkang University students’ learning engagement and have significantly positive correlation with learning confidence. Students’ learning confidence can predict their learning engagement.

    The following suggestions were made for the future practice and research:
    1. Suggestions for Educational practice matters
    (1) Suggestions for Tamkang University
    (a) To enhance teachers’ teaching skills to promote students’ learning engagement.
    (b) To rearrange the framework of curriculum to fit in with students’ demands.
    (c) To focus on students’ learning process and to conduct long-term survey to students’ learning engagement.
    (d) To enhance learning engagement and learning confidence for freshmen.
    (e) To improve students’ attendance, and to use tutorial system to counsel students.
    (f) To help clubs’ development, and to encourage students to take part in club activities.

    (2) Suggestions for teachers
    (a) To design course with students’ demands, and to give more active learning chances to students.
    (b) To give students more chances to interact with teachers.

    (3) Suggestions for students
    (a) To increase learning engagement to promote learning confidence.
    (b) To interact with teachers actively.

    2. Suggestions for future research
    (1) To know students’ learning outcomes in university by investigating their learning engagement and learning confidence.
    (2) To investigate the impact factors on students’ learning engagement and learning confidence.
    (3) To investigate in more universities and conduct large scale of survey.
    (4) To conduct long-term survey to university students’ learning engagement and learning confidence.
    Appears in Collections:[教育科技學系暨研究所] 學位論文

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