大學入門課程實施與學習獲益關係之研究

The Study of the Relationships between Curriculum Implementation and Learning Gains in the Course of Introduction to University Studies

本研究企圖瞭解輔仁大學大學入門課程實施現況以及學生參與課程學習活動的獲益情形，亦從中探究二者的相關性。以自編問卷針對修讀97年度大學入門課程之全體學生施測，總計發出5,887份問卷，有效問卷3,777份，回收率64.16%，運用次數分配、t檢定、單因子變異數、相關及多元逐步迴歸分析等統計方法分析資料。
研究結果發現大學入門課程實施與學生的學習獲益呈現顯著正相關，且相對主題中，學生感受教師的課程規劃與教學內容越完善，學生的學習獲益越高。在各項背景資料分析中，得知教師性別、專兼任及導師與大學入門授課教師是否同一位，均不影響學生覺知課程規劃的實施與其學習獲益。然而，教師請假調課與否、教材使用及授課方式對於學生的學習獲益和課程實施感受出現明顯的差異。整體而言，課程實施的豐富程度能有效預測學生學習獲益，並以學習與自我管理的課程規劃及內涵最具預測力。
為提升學生的學習獲益，建議大學入門授課教師應系統性規劃各單元課程與教學內涵，並特別強調及鼓勵學生自主學習與自我管理，且教學過程中宜採用各類教學方法以及善用多元教材。此外，學生應培養學習與自我管理能力，方能提高個人的學習收穫。

This study intended to understand the status quo of the curriculum implementation and students' gains of participating course activities in the course of Introduction to University Studies at Fu-Jen Catholic University. The study also explored the relationships between these two variables. A researcher-designed questionnaire was used and distributed to the entire freshmen who took the course of Introduction to University Studies in the fall semester of academic year 2009. There were 5,887 copies of questionnaire sent out and with 3,777 valid returns at response rate of 64.16%. The following statistical methods were adopted to analyze the data collected by the questionnaire survey, such as frequency distribution, t-test, one-way ANOVA, correlations, a stepwide multiple regression, etc.
The results of the study found that the curriculum implementation and students’ learning gains were positively correlated. In respective topics, as students perceived the more comprehensive curriculum design and teaching content, the higher learning gains students received. With respect to demographic variables, the teachers' gender, full-time or part-time status, and weather or not the instructors as class advisors did not affect students' perceptions on the curriculum implementation and their learning gains. However, the absence of teachers, the uses of course materials, teaching methods were shown significant difference in students' learning gains and their perceptions of the course implementation. At last, the depth and abundance of course design could effectively predict students' learning gains. The implementation in the course unit of learning and self-management was the best predictor of overall learning gains in the course of Introduction to University Studies.
In order to enhance students' learning outcomes, the course instructors should systematically design every course unit and its content, especially emphasizing on and encouraging students learn autonomously and manage themselves. Teachers should also adopt a variety of teaching methods and utilize multiple course materials. Students should foster their learning and self-management abilities to heighten their learning gains.