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篇名 |
學習支援與學生學業表現之關聯性分析:以淡江大學為例
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並列篇名 | Associative Analysis of Learning Support and Students’ Academic Performance: A Case Study of Tamkang University |
作者 | 邱秋雲、何俐安 、武士戎、許凱傑 |
中文摘要 | 本研究採用資料探勘分析103∼107學年度案例學校所提供之學習支援與學生學業成績表現之關聯,以橫斷性資料為分析主軸,即同一學生不同學期參與相同或不同活動,視為獨立資料,研究樣本為案例學校103∼107學年度所有大學部在學學生(含進學班)。研究結果顯示,學習支援皆可正向預測參與活動學生的當學期學業成績,其中,學習策略工作坊、學生學習社群及進步獎更可正向預測參與活動學生的下一學期學業成績。若以活動細分,學生參與個人課業輔導與學業成績表現無顯著差異,但參與系所團體課業輔導則有顯著正相關;參與學習策略工作坊之當學期及後一學期學業成績表現佳;參與學生學習社群之學業成績表現則視社群性質而定;學業成績進步獎機制有效激勵學生主動學習。 |
英文摘要 | This study investigated the effects of learning support on academic performance among students from a case-study school during the 103-107 (Republic of China calendar) academic year by Data Mining. Cross-sectional data were used: one data point describes one student in one semester. Participation in a Learning Strategy Workshop and a Learning Community and Progress Award were positively associated with higher academic performance in the next semester. Specifically, participation in the workshop also improved current semester academic performance, and the award encouraged active participation, which was dependent on the nature of the learning community. However, participation in personal tutoring did not significantly improve academic performance, but participation in group tutoring did. The results indicated that learning support improved academic performance. |
起訖頁 | 091-111 |
關鍵詞 | 自主學習、學習支援、學業表現、learning autonomy、learning support、academic performance |
刊名 | 教育研究月刊 |
期數 | 202204 (336期) |
出版單位 | 高等教育出版公司 |
DOI |
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