通識教育核心課程學生學習成效初探－－以中央大學核心課程為例

Exploring Student's Learning Effectiveness on Core Curriculum of General Education: A Case Study of National Central University

本研究旨在探究中央大學97學年度通識教育之核心課程學習成效及學生對修習課程看法，並採用問卷調查法，蒐集中央大學核心課程16門課程（1,096份有效問卷）修課學生之意見填答資料。本問卷第一部分調查「學習成效」，第二部分為可能影響學習成效的因素（包括部分背景變項與學習主動性），第三部分為質性意見題項，旨在蒐集學生意見，並於質性編碼後進行資料分析。本研究於問卷收集完成後，進行量化統計分析，並配合學生質性意見題項進行編碼分析。研究發現，整體學習成效僅達「稍有成效」（M=4.09，若總分100，約為68分），但學習主動性卻「稍嫌不足」（M=3.28，若總分100，約為55分）。故筆者整合量化數據與質性資料發現，中央大學正同樣面臨過去文獻提及的核心課程困境，最後，筆者提出四項建議：增闢共同開課時段、生活經驗為立基、教學方式多元化、加強課程宣傳與說明。

The study aimed at investigating students’ learning efficiency in a core curriculum of general education at National Central University (NCU) during the academic year 2008-2009. Students' perceptions on the curriculum were also explored. This study utilized a survey questionnaire to collect data of 16 core courses (total 1,096 valid questionnaires were returned) at NCU. The first part of this questionnaire is learning efficiency. The second part focuses on factors related to learning efficiency (including background and learning motivation). The third part consists of qualitative questions to collect students’ feedbacks. After data collection, this study applied statistical procedures including descriptive statistics, correlation analysis, multiple regression, semi-partial correlation, and qualitative methods for data analysis. The result revealed that the overall ”Learning Efficiency” just reaches ”little positive effect” (M=4.09, about 68). ”Learning Motivation” is ”little negative effect” (M=3.28, about 55). The author found, through quantitative and qualitative data, that NCU is facing difficulties mentioned in the literature review of this paper. Lastly, the study provides four suggestions: Offer courses during the same periods, use a more practical approach to design the curriculum, diversify the teaching approaches, and reinforce the promotion of the curriculum.