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系統識別號 U0002-0906200917501100
中文論文名稱 影響「學生評鑑教師教學」外在干擾因素之研究-以北部一所技術學院為例
英文論文名稱 Impact of External Interference Factors on the Student Ratings of Teacher Performance – An Empirical Study of a College in the Northern Taiwan
校院名稱 淡江大學
系所名稱(中) 教育科技學系碩士在職專班
系所名稱(英) Department of Educational Technology
學年度 97
學期 2
出版年 98
研究生中文姓名 黃巧玲
研究生英文姓名 Chaio-Ling Huang
學號 795730125
學位類別 碩士
語文別 中文
口試日期 2009-06-01
論文頁數 144頁
口試委員 指導教授-徐新逸
委員-游家政
委員-陳琦媛
中文關鍵字 學生評鑑教師教學  教學評鑑  教學因素 
英文關鍵字 Student Ratings of Teacher Performance  Teaching Evaluation  Instructional factors 
學科別分類 學科別社會科學教育學
中文摘要 不論國內或國外,「學生評鑑教師教學」已成為高等教育教學評鑑過程中,重要且普遍採用的教學品質評鑑方式之一。儘管如此,有關學生評鑑教師教學的爭議仍然不斷,學生的評量結果是否受到非關教學效能之外在干擾等因素的影響,事實如何,真相確有探究的必要。因此,本研究以北部一所技術學院學生為問卷調查對象,試圖找出影響以上問題之變項。研究結果顯示,本文所探討的11個外在干擾因素-其中就讀系別、學業成績、出席率、學習投入、學習興趣、科目性質、學科領域、班級大小、上課時間等,皆會顯著影響學生評鑑教師教學的結果,其中又以學習投入及學習興趣最能有效預測教師教學評量結果,結果顯示學生評鑑教師教學的標準化迴歸方程式為Y= -.46(學習投入)+.40(學習興趣)-.053(缺課次數)+.034(學業成績)+.018(就讀系別)+.016(科目屬性)+.013(班級規模)。
就學生就讀系別而言,觀光學群的教師傾向獲得最高的學生評鑑;就學生學業成績而言,當學生學業成績愈高,則學生給教師教學評鑑的分數也愈高;就學生出席率而言,當學生缺課次數愈少,則學生給教師教學評鑑的分數也愈高;就學生學習投入而言,當學生認為學習投入愈少,則學生給教師教學評鑑的分數也愈高;就學生學習興趣而言,當學生認為自己對某課程的學習興趣愈高,則學生給教師教學評鑑的分數也愈高。就科目屬性而言,選修獲得的教師教學評量結果顯著高於必修;就學科域領域而言,體育及軍訓等通識課程領域的教師傾向獲得最高的學生評鑑,而教授專業領域學科的教師,普遍普得最低的評鑑分數;就班級規模而言,當班級人數愈多規模愈大時,學生給教師教學評鑑的分數也愈低;就上課時間而言,最高或最晚的課程,教師可能獲得較低的評鑑分數。本文結論與多數學者研究結論一致,即學生評鑑教師教學確實受到非教學因素的影響,因此,教師、學生及相關人員對於分數的應用及解釋都要十分謹慎公平,否則非但無法透過這項制度來改進教學,反而會產生不良的影響,甚至造成教師的反彈及抗拒。
英文摘要 “Students Ratings of Teacher Performance” has become important and widely-adopted on the coaching quality for higher education evaluation both domestic and overseas. Yet, controversies exist over the coaching assessment done by students. Is the evaluation from students affected by the external interference factors which are non-instructional effects or other ones? It is necessary to explore this question.
This research aims at finding out the potential influences by executing the questionnaire to students of a college in the north of Taiwan. The results show that the variables of the students’ majors, grades, attendance, study involvement, study interest, academic subjects, course fields, scale of the class, and time of the class all statistically have an impact on the student assessment on teaching. Of all the factors, the study interest and involvement have the highest impact on the instructors’ coaching assessment.
Regarding students’ majors, teachers of the tourism field tend to gain the best assessment from students. For the grades, students with good grades give better assessment to their teachers. For student attendance, students with less class absence give good assessment to the teachers. For the study involvement, students with less involvement tend to give good assessment to the teachers. As far as the study interest is concerned, the more the students are interested in the course, the better assessment the teachers obtain. For the subject, teachers with elective courses obtain better assessment. For the course field, teachers teaching the physics and military training and other non-professional courses get better assessment. Yet teachers teaching professional subjects obtain bad assessment. For the scale of class, teachers with a large class get bad assessment. For the time of the class, students in the early and late hour of a day give bad assessment to their teachers. The results of this paper agree with most other scholars’ research. The student assessment on coaching is indeed affected by those non-instructional factors. As a result, teachers, students, as well as administrative staff all need to be very cautious to apply the assessment results and give their explanation fairly. Otherwise, the assessment system will bring misunderstandings and cause opposite effects and resistances from the teachers.
論文目次 第一章 緒論 1
第一節 研究背景與動機 1
第二節 研究目的與問題 7
第三節 研究範圍與限制 8
第四節 重要名詞解釋 10
第五節 研究貢獻 11
第二章 文獻探討 12
第一節 教師教學成效與評鑑 12
第二節 學生評鑑教師教學的意涵 14
第三節 學生評鑑教師教學發展背景及實施現況 21
第四節 台灣技職院校實施「學生評鑑教師教學」制度之比較 26
第五節 學生評鑑教師教學的爭議 34
第六節 影響學生評鑑教師教學的相關因素 38
第七節 學生評鑑教師教學工具 53
第八節 個案學校施總結性教學知覺反應評量與評鑑現況 62
第三章 研究設計與實施 72
第一節 研究架構 72
第二節 變項與名詞操作型定義 74
第三節 研究對象與樣本特性 75
第四節 研究工具 79
第六節 研究實施流程 85
第七節 資料處理與統計方法 88
第四章 研究結果分析與討論 89
第一節 學生評量教師教學量表信度與效度分析 89
第二節 學生、科目及班級等三類背景變項與學生評鑑教師教學之關係 93
第三節 學生、科目及班級等三類背景變項總和對於學生評鑑教師教學的預測力 107
第五章 結論與建議 109
第一節 研究結論 109
第二節 研究建議 112
參考文獻 119
中文文獻 119
英文文獻 122

附 件

附件一 個案學校學生上網回饋課程學習知覺暫行實施要點 130
附件二 個案學校學生課程學習知覺反應資料統計概況表之一 131
附件三 個案學校學生課程學習知覺反應資料統計概況表二 132
附件四 個案學校學生課程學習知覺反應資料統計概況表三 133
附件五 個案學校學生課程學習知覺反應資料統計分析概況表四 134
附件六 個案學校學生課程學習知覺反應資料統計概況表五 135
附件七 個案學校學生課程學習知覺反應資料統計概況表六 136
附件八 個案學校學生課程學習知覺反應資料統計概況表七 137
附件九 個案學校學生課程學習知覺反應資料統計概況表八 138
附件十 個案學校各部、學制學生回饋教學因素學知反應統計量數總覽表九 139
附件十一 個案學校各學群、系科學生回饋教學因素學知反應統計量數總覽表十 140
附件十二 個案學校學生課程學習知覺反應表研擬本 141
附件十三 個案學校九班學生在學知反應表信度考驗上的相關係數矩陣 143

表 次
表 1 1個案學校學生資料結構表 8
表 2 1我國公私立技職院校教師教學評量相關辦法彙整表 32
表 2 2贊成學生評鑑教師教學論點 34
表 2 3反對學生評鑑教師教學論點 36
表 2 4國內學者針對影響學生評鑑教師教學因素之研究歸納 38
表 2 5干擾學生評鑑教師教學結果之「教師因素」彙整表 41
表 2 6干擾學生評鑑教師教學結果之「學生因素」彙整表 43
表 2 7干擾學生評鑑教師教學結果之「科目因素」彙整表 47
表 2 8干擾學生評鑑教師教學結果之「其它因素」彙整表 50
表 2 9可能影響學生評鑑教師教學各種因素及研究結果 52
表 2 10 SIR II評鑑量表內容分析 56
表 2 11 IDEA-Kansas State U評鑑量表內容分析 57
表 2 12 CIEQ from CoDES評鑑量表內容分析 58
表 2 13 各部、學制學生學習知覺反應調查表結果統計分析 69
表 2 14各學群學生學習知覺反應調查表結果統計分析 70
表 2 15各系科學生學習知覺反應調查表結果統計分析 70
表 3 1 各學群系科學生學知反應問卷回收統計總表 75
表 3 2 非關教學外在因素基本資料分析 77
表 3 3 個案學校期末學生課程學習知覺反應表 (濃縮版) 81
表 3 4 9班學生在學知反應表信度考驗分析 82
表 3 5 探勘影響學生評鑑教師教學外在干擾因素欄位編碼表 83
表 4 1 量表信度分析 90
表 4 2 學生評量教師教學量表驗證性因素分析 91
表 4 3 學生評量教師教學量表區別效度分析 92
表 4 4 學生性別組別統計表 94
表 4 5 學生性別獨立樣本檢定 94
表 4 6 科目屬性組別統計表 95
表 4 7 科目屬性獨立樣本檢定 95
表 4 8 描述性統計摘要表 96
表 4 9 變異數分析摘要表 96
表 4 10 不同系科對教師教學評鑑成績事後多重比較摘要表-1 97
表 4 11 不同系別學生對教師教學評鑑成績的事後考驗摘要表-2 99
表 4 12 描述性統計摘要表 100
表 4 13 變異數分析摘要表 101
表 4 14 不同科目領域對教師教學評鑑成績事後多重比較摘要表 101
表 4 15 描述性統計摘要表 102
表 4 16 變異數分析摘要表 102
表 4 17 不同開課時間事對教師教學評鑑成績事後多重比較摘要表 102
表 4 18 科目、班級及學生變項與學生評鑑教師教學相關係數 106
表 4 19 各變項對教師教學評量成績之變異數分析摘要表 108
表 4 20 各變項對教師教學評量成績之多元逐步迴歸摘要表 108
表 5 1 影響學生評鑑教師教學外在干擾因素研究結果 110

圖 次
圖 2 1個案學校總結性教學評鑑實施流程 65
圖 3 1研究構架 73
圖 3-2研究流程 87



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