查詢結果分析
相關文獻
- 學生認知歷程對學生評鑑教師教學的影響:階層線性模式分析
- 學生認知歷程與背景變數對於學生評鑑教師的影響:潛在類別偏差校正與混合迴歸分析
- 涉入程度、內外團體高共識訊息來源與論點品質對說服的影響
- PASS認知歷程模式在國小閱讀障礙兒童認知歷程分析上之應用
- The Effect of Subject Area and Instructor Gender on Student Ratings of Instruction
- 國民小學國語科教師教學行為分析研究
- 訊息處理的認知歷程與教學策略
- Student Ratings: What are Hualien Teacher College Students Telling Us?
- Faculty and Student Attitudes toward Student Ratings of Instruction
- 國立中山大學管理學院教學績效評量制度之研究
頁籤選單縮合
題名 | 學生認知歷程對學生評鑑教師教學的影響:階層線性模式分析=HLM Analysis of the Effects of Cognitive Process on Student Ratings of Instruction |
---|---|
作者姓名(中文) | 曾明基; 邱于真; 張德勝; 羅寶鳳; | 書刊名 | 課程與教學 |
卷期 | 14:3 2011.07[民100.07] |
頁次 | 頁157-179 |
分類號 | 522.29 |
關鍵詞 | 認知歷程; 學生評鑑教師教學; 階層線性模式分析; Cognitive process; Student ratings of instruction; Hierarchical linear modeling analysis; |
語文 | 中文(Chinese) |
中文摘要 | 本研究主要從學生認知歷程的觀點出發,探討學生背景變項、學生層次及班級層次的認知歷程對學生評鑑教師教學的影響。研究對象為東部某大學大學部180班學生,班級人數介於11和92人之間,總樣本數為6292人。研究結果顯示,在學生層次上學生的性別、年級、科目性質、認知歷程及學習興趣對於學生評鑑教師教學有顯著的影響,而班級層次的認知歷程對於學生評鑑教師教學影響顯著,但無調節效果。針對上述結果,本研究對學生評鑑教師教學提出相關的建議。 |
英文摘要 | The hierarchical linear modeling analysis was used to examine the effects of students' and classes' cognitive process on student ratings of instruction. Data were gathered from 6292 students enrolled in 180 undergraduate courses at a university in Taiwan. The results indicate that, within the student individual level, students' gender, year in the school, cognitive process, interest in learning, and the attribute of the subjects have a significant impact on student ratings. The cognitive process, within the class level, also has a significant impact on student ratings. However, it does not show the moderating effect. The implications of these findings for student ratings policies as they affect university faculty and students are discussed. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。