查詢結果分析
來源資料
頁籤選單縮合
| 題 名 | 新課綱對技專校院多元入學新生學習表現影響之探討=An Exploration of the Impact of the New Curriculum on the Academic Performance of Diverse Admissions Freshmen in Vocational and Technological College and University |
|---|---|
| 作 者 | 蘇家嫻; | 書刊名 | 南開學報 |
| 卷 期 | 21:1 2024.06[民113.06] |
| 頁 次 | 頁25-37 |
| 分類號 | 525.611 |
| 關鍵詞 | 入學管道; 教學策略; 課綱; 學習表現; Admission channels; Teaching strategies; Curriculum; Academic performance; |
| 語 文 | 中文(Chinese) |
| 中文摘要 | 本研究旨在探究多元管道入學新生在第一年的學習表現是否存在差異,以及接受新、 舊課綱教學的新生在學習表現上是否有差異,同時也探討課綱對於多元管道入學新生的學 習表現是否有影響。研究以某私立科技大學 108 至 111 學年度入學學生的資料為基礎進行 實證分析。研究結果顯示,繁星計畫和技優甄審入學新生在各項學習表現上均表現優異, 優於其他管道入學新生;而單獨招生和聯合登記分發入學新生的學習表現則較差。此外, 接受新課綱教學的大學入學新生整體學習表現不如使用舊課綱者。研究也發現課綱對學習 表現的影響因入學管道而異。繁星計畫和技優甄審入學新生,無論接受新或舊課綱教學, 其學習表現差異不大且統計上不顯著。然而,使用新課綱的單獨招生和申請入學新生在第 一學期的學習表現明顯較差,缺曠課時數也較高,但至第二學期差異不顯著。對於聯合登 記分發入學新生,接受新課綱教學的學習表現則明顯不如使用舊課綱者,尤其在缺曠課方 面。基於研究結果,建議學校單位加強學生輔導機制,針對不同入學新生群體實施適當的 教學策略和支援措施,以提高其學習表現和適應能力。 |
| 英文摘要 | This study aims to investigate whether there are differences in the academic performance of first-year students admitted through various admission channels and whether there are differences in the academic performance between students receiving instruction based on new and old curricula. Additionally, it explores the influence of the curriculum on the academic performance of students admitted through different channels. Empirical analysis is conducted based on data from students admitted to a certain private technological university in the academic years 108 to 111. The results indicate that students admitted through the "Stellar Program" and "Talented Student Recruitment Program" demonstrate superior academic performance compared to those admitted through other channels, while students admitted through "Individual Admission" and "Joint Registration and Distribution" exhibit comparatively poorer performance. Furthermore, students receiving instruction based on the new curriculum generally perform worse than those using the old curriculum. The impact of the curriculum on academic performance varies according to the admission channel. Students admitted through the "Stellar Program" and "Talented Student Recruitment Program" show minimal differences in academic performance regardless of curriculum, which is not statistically significant. However, students admitted through "Individual Admission" and "Application Admission" using the new curriculum display significantly poorer academic performance in the first semester, with higher absenteeism, though the difference diminishes by the second semester. For students admitted through "Joint Registration and Distribution," those receiving instruction based on the new curriculum perform notably worse, especially in terms of absenteeism, compared to those using the old curriculum. Based on these findings, it is recommended that educational institutions enhance student support mechanisms and implement appropriate teaching strategies and support measures tailored to different groups of incoming students to improve their academic performance and adaptability. |
本系統中英文摘要資訊取自各篇刊載內容。