原住民與漢人學員參與部落行動教室訓練成效評估之比較研究

A Study on Comparison of the Effectiveness Evaluation of Tribal Mobile Classroom Training Participated by Indigenous and Non-Indigenous Students

本研究旨在探討原住民與漢人學員參與部落行動教室訓練成效評估，探發放問卷方式進行調查，回收有效問卷347份，其中原住民學員151份，漢人學員196份，並利用項目分析、信度分析、敘述性統計、獨立樣本t檢定及多元迴歸分析等方法，進行資料彙整與統計分析。研究結果顯示：（一）原住民與漢人學員對「課程實用性」、「時間安排」、「工作人員態度」、「講師專業技能」、「講師教學態度」、「請師表達技巧專業能力增進」具有顯著差異。（二）原住民學員以「講師教學態度」與「講師表達技巧」對其「專業能力增進」具顯著影響力；漢人學員則以「課程安排」、「課程實用性」與「講師表達技巧」對其「專業能力增進」具顯著影響力。最後根據研究結果提出部落行動教室課程規劃之相關建議。 The purpose of this study is to explore the effectiveness evaluation of tribal mobile classroom training participated by Indigenous and non-Indigenous students. The study was conducted by questionnaires and 347 valid questionnaires are returned which including 151 copies from aboriginal students and 196 copies from non-Indigenous students. The data was analyzed by project analysis, reliability analysis, descriptive statistics, independent-samples t test and multiple regression analysis. The results of the study indicate: (1) Indigenous and non-Indigenous student show significant differences on “course arrangement,” “course practicality,” “schedules,” “staff attitude,” “instructor professional skills,” “instructor teaching attitude,” “instructor expression skills,” and “professional ability improvement.” (2) “Professional ability improvement” of Indigenous students is significant influenced by “instructor teaching attitude” and “instructor expression skills;” “Professional ability improvement” of non-Indigenous students is significant influenced by “course arrangement,” “course practicality” and “instructor expression skills.” At last, according to results, the study makes some suggestions about tribal mobile classroom course planning.