改進金融市場實作課程對學生學習成效之影響——以差異中之差異法進行跨校相同課程驗證

Using the Difference-in-Difference Method to Verify the Effects of Identical Real-World Financial Market Practice-Based Courses Across Universities on Elevating Students’ Learning Effectiveness

股票是我國最常見的金融工具，但由於其進入障礙，使得非商科學生學習困難度較高，若將接近真實的股票實作交易導入課程，是否可藉此提升學生的學習興趣及學習成效，為本研究欲探討之重點。本研究利用橫跨兩個學年，六個班級，共343位學生之相同課程，在中部A大學與B大學兩所學校以不同教學方法進行研究。A大學的兩個班級在首年採用學生自行計算方式，但在第二年導入即時化股票交易方式；B大學的一個班級2年之課程均採自行計算方式。以A大學為實驗組，B大學為對照組，利用差異中之差異法探討授課教師改進實作課程後，對學生之學習興趣與成效是否有所提升。根據評量結果顯示，改進實作課程後，實驗組學生的成績有明顯之提升，若由系級別分析，醫藥相關系別成績提升程度最為明顯，顯示對金融商品知識需求程度愈高之學生，導入股票實作交易可增加其學習意願，降低學生學習障礙，同時有助於其成績之提升。

Stocks are the most common financial instrument in Taiwan. However, their high barriers to approach make relevant knowledge difficult to learn for nonbusiness students. Thus, this study investigates whether introducing real world practice-based stock trading into course content can elevate students’ learning motivation and effectiveness. This study recruits 343 students from three classes in two universities (i.e., universities A and B) in central Taiwan and continues for two academic years. For the two classes of students in university A (the experimental group), they are provided with theory-based stock trading education (which uses the manual pricing method) in year 1 and real world practice-based stock trading education (which uses an instant stock information system) in year 2. By contrast, for the one class of students in university B (the control group), they are provided with theory-based stock trading education in both years 1 and 2. This study employs the difference-indifference method to determine whether teachers incorporating the real world practice-based stock trading education into the course content have enhanced the students’ learning motivation and effectiveness. The assessment results show that the incorporation of said education elevates university A students’ grades considerably. Analyses of student grades indicate that the effects of said education are most pronounced among students in medical-related departments. The results also reveal that the higher the students’ demand for financial product knowledge, the more effective the real world practice-based stock trading education on increasing their willingness to learn about stocks; reducing their learning obstacles; and enhancing their grades.