大學服務學習課程品質、希望感與學習成效之研究

Relationships Between Course Quality, Hope, and Learning Outcomes of Service-Learning Courses at Universities in Southern Taiwan

本研究的目的在於探討大學生參與服務學習之課程品質、希望感對學習成效之影響，並比較不同服務學課程類型在課程品質、希望感與學習成效上的差異性。採用問卷調查法，研究對象為南部公、私立大學參與服務學習課程學生，以分層隨機方式抽取有效樣本709人，有效回收率90.89%。主要測量變項包括：課程品質、希望感與學習成效，使用單因子變異數分析與結構方程模式分析所蒐集之數據資料。研究結果發現：一、不同服務學課程類型在課程品質、希望感與學習成效上有顯著差異；二、課程品質、希望感與學習成效之關係模式適配佳；三、課程品質會顯著正向影響希望感，希望感會顯著正向影響學習成效，課程品質亦會顯著正向影響學習成效；四、希望感在課程品質與學習成效扮演重要的中介因子。最後，在實務方面，建議明定服務學習教學方式、加強反思帶領技巧、強化課程控管、激發學習希望感、增強學術成就。而未來相關研究可從縱向研究發展，加入混合研究模式，以及擴大研究範圍與樣本。

The purpose of this study was to explore the relationship between course quality and a sense of hope, and examine their effects on the learning outcomes of college students’ participation in service-learning. This study also compared the differences in the course quality, hope, and learning outcomes of various service-learning courses. A questionnaire survey was administered to students from both public and private universities in southern Taiwan who had participated in service-learning courses; 709 valid samples were selected in a stratified and random manner for an effective recovery rate of 90.89%. One-way analysis of variance and structural equation modelling (SEM) were utilized to analyze the data, with course quality, hope, and learning outcomes set as the main measurement variables. The results revealed the following: (1) Significant differences existed between types of service-learning courses in terms of course quality, sense of hope, and learning outcomes; (2) The proposed SEM model for service-learning course quality, hope, and learning outcomes was a good fit for the data; (3) Course quality had a significant and positive effect on hope, hope had a significant and positive effect on learning outcomes, and course quality had a significant and positive effect on learning outcomes; (4) Hope played a mediating role in the relationship between course quality and learning outcomes. Finally, on the basis of the findings, the study provided some suggestions for educational practices; for example, teaching methods should be defined for service-learning, the skills of instructors should be strengthened to facilitate reflection activities, the control of curriculum management should be strengthened, a sense of hope in learning should be stimulated in people, and academic achievements should be enhanced. Related future research can be developed from a longitudinal approach, using mixed-research models that expand the research scope and sample size.