應用迴歸模式於學生評鑑以決定教學效能之研究

An Application of Regression Models with Student Ratings in Determining Course Effectiveness

本研究目的在建立一個迴歸模式，透過這個模式來區分外在因素對評鑑結果造成影響的情形，進而以殘差值來建立班級教學效能分數。本研究以八十七學年度第二學期花蓮師範學院初等教育學系114門為研究對象。研究工具為該校教師評鑑委員會所編制的教學意見反映調查表。研究結果如下：一、五個外在因素包含在調整分數的迴歸模式中，分別是學生學習熱誠、出席率、對成績的期待、教師給分的標準以及科目內容的難度。二、依據原始分數（未調整分數），99.1%的班級評鑑結果都量表中間的分數以上。但是由迴歸所得殘差所衍生出來的T分數（調整分數）則是介於16.45-74.94之間。三、有二十個班級在未調整分數是高效能的班級，但是在調整分數上，卻是低效能的班級。相對的，也有十八班級在未調整分數上是低效能的班級，但在調整分數上卻是高效能的班級。未調整分數與調整分數對於班級分類的一致性為66.7%。四、未調整分數和調整分數的相關係數為.447，而班級在未調整分的排序和調整分數的排序關係數為.334。五、部份班級在未調整分數的排序和調整分數的排序有極大差異。最後，本研究依據研究結果提供學校、教師與學生相關的建議以及未來研究的方向。

The purpose of this study is to construct regression models that can identify sources of desired or undesired influences on student ratings. Specifically， this study presents course effectiveness developed with regression models in identifying a possible solution that provides reasonable answers to these questions.The sample included 114 undergraduate courses from Department of Elementary Education at National Hualien Teachers College in the spring semester 1999. The student Ratings of Instruction （SRI）form was used to measure students’ perceptions of faculty performance.Five background variables are included in the final regression equation. They are student enthusiasm， participation， expected grade， grading standard， and course difficulty. The results of this study indicate that 99.1% of courses are rated above the middle of the entire raw-score scale. The T Scores （adjusted scores）， converted from the residual in regression models， are between 16.45 and 74.94. Twenty effective courses by the unadjusted score are classified as ineffective by the adjusted score. Eighteen ineffective courses by the unadjusted score are classified as effective by the adjusted score. The consistency of course-ranking classification is 66.7%. The correlation between unadjusted scores and adjusted scores is .447. The correlation between unadjusted course rankings and adjusted course ranking is .334.