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系統識別號 U0002-2206201810212600
中文論文名稱 影響學生學習成效之因素與探討-以專業課程英語授課為例
英文論文名稱 FACTORS AFFECTING STUDENTS’ LEARNING OUTCOMES- THE EXAMPLE OF PROFESSIONAL COURSES IN ENGLISH
校院名稱 淡江大學
系所名稱(中) 管理科學學系博士班
系所名稱(英) Doctoral Program, Department of Management Sciences
學年度 106
學期 2
出版年 107
研究生中文姓名 陳秀梅
研究生英文姓名 Hsiu-Mei Chen
學號 801620203
學位類別 博士
語文別 中文
口試日期 2018-06-14
論文頁數 78頁
口試委員 指導教授-林谷峻
指導教授-陳海鳴
委員-陳定國
委員-劉代洋
委員-詹乾隆
委員-羅雁紅
委員-曹銳勤
委員-陳水蓮
中文關鍵字 學習成效  TQM  教學品質  組織社會化  個人-組織契合度 
英文關鍵字 Learning Outcomes  TQM  Teaching Quality  Organization Socialization  Person-Organization Fit 
學科別分類
中文摘要 學校不僅只是學術與知識的殿堂,它同時還融合著人與人、人與事、人與物之間的所有對應「連結」關係。從學校的行政主體機制與學術自主的運作機制,教師與學生間的傳道、授業、解惑,甚至人際關係的演繹,學生與學生間的互動,校園整體空間設施環境與師生間的作動,在在均顯示出大學所具有的多元與豐富的樣貌。
如何提升英語教學的品質與內容,使其更臻卓越的境地,最佳的解決方案即是建構一個友善的教學環境與滿足學生的需求。依教育部表示,105學年度大一新生來源將減少3萬人,使30所大學招不到學生,且106-121學年度生源將逐年減少5,000人。學生是國家未來的棟樑,滿足學生於學習過程中的期望及需求,為許多學校應對少子化的策略。
為因應世界潮流,配合教育部施政主軸之一的「全球視野」,精進英語教學品質,與世界脈動接軌、培育學生國際觀,讓學生們在校期間就能夠擁有國際化的宏觀視野,以強化世界觀與競爭力。為響應英語教學品質的要求與提高學生競爭力,並幫助學生更快的學習課業所需技巧與資訊,了解影響大學學生學習的因素是重要的。
台灣的教育一直以來,考試即教育的重心,所學的大部分的內容都只是為了用來應付考試,當真正面臨到問題的時候,卻無法「學以致用」。於全球化的時代,不管來自哪個國家的人,英語將是彼此間用來溝通的語言。基此,面對全球化競爭,如何讓台灣的學生學好英語,並同時建立自信與正確的學習態度,將是我們需要去克服的難題。
基此,本研究主要係探討組織社會化、個人組織契合度是否有利於學生在全英語學習環境下之學習成效,以問卷調查在台灣具規模且功能完備,並連續榮獲Cheers雜誌評定為企業最愛的私立大學第一名之商管學院全英語授課學生,採用結構方程模型進行驗證各構面間的影響結果。研究結果發現(1)組織社會化可顯著正向影響個人-組織契合度與英語學習成效;(2)個人-組織契合度可正向影響英語學習成效,惟未達統計顯著效果;(3)組織社會化與英語學習成效之間,個人-組織契合度不具有中介效果。本研究結果將可提供亞太地區和其他地區的決策者與教育工作者參考,以改善英語教學問題。
學生被認為是學校的客戶,已不再是一個新穎的概念,而學生的學習滿意度將影響其學學成效,並反映大學英語教學品質的優劣,瞭解影響大學生學習的相關因素,將有效提升大學生的學業表現,更是大學邁向教學卓越的重要關鍵。爰本論文結果可提供各大學校院作為未來永續發展及躋身卓越大學的共同願景與目標的參考。
英文摘要 Universities are not just halls of learning and knowledge, they are also about creating “links” between people and other people, people and things, and people and objects. The diverse and rich features of universities are reflected in the operations of the administrative and academic mechanisms of schools, the conveyance of the truth, passing on knowledge, and in clarifying doubts from teachers to student. They are even reflected in the decoding of interpersonal relations, interactions between students, and the overall spatial environment of the campus and its impact on teachers and students.
How should the English quality and content of teaching be improved to create excellence? The best solution is to build a friendly learning environment to meet the needs of students. According to the Ministry of Education, the number of students available for university enrollment in the 2016 academic year will be reduced by 30,000, meaning that 30 universities were unable to recruit students. Another, 2017-2032 every academic year will be reduced by 5,000. Students are the pillars of the country’s future. Satisfy the students' expectations and needs in the learning process is a strategy adopted by many universities to deal with declining birthrates.
In addition, in response to global trends, and following the Ministry of Education’s main policy direction of “global vision,” striving to improve English teaching quality, enhancing learning effectiveness, connecting with the world, and developing the international perspective of students will allow them to have a broad international outlook during their studies, strengthening their global outlook and competitiveness. In order to respond to the requirements of English teaching quality and increase the competitiveness of students, and to help students more rapidly acquire the skills and information required for their classes, it is important to understand the factors that influence the learning satisfaction of university students.
Testing has long been the focus of education in Taiwan. Most of what students learn is only for the sake of taking tests. So, when students face actual problems, they are unable to put what they have learned into practice. In the age of globalization, regardless of country of origin, English will be the language people use to communicate with each other. On this basis, faced with global competition, enabling Taiwanese students to learn English well at the same time as developing self-confidence and a positive attitude toward learning are difficult challenges to overcome.
On this basis, the present study will explore whether organizational socialization and person-organization fit are conducive to student learning outcomes in a full English learning environment. We apply a large-scale and fully-featured questionnaire in Taiwan on students at a full English course at a College of Business and Management at a private university that has won consecutive awards as the most favored by companies from Cheers Magazine, using structural equation modelling to confirm the effects of each dimension. The study found that (1) Organizational socialization can positively affect person-organization fit and English learning outcomes. (2)While person-organization fit can positively impact the outcomes of English learning, this finding is not statistically significant. (3)Person-organization fit has no mediating effect on the relationship between organizational socialization and English learning outcomes. The results of this study will provide reference for policy makers and educators in the Asia Pacific region and elsewhere to improve the teaching of English.
Viewing students as the customers of the university is no longer a novel concept. The satisfaction of students’ learning will affect their academic effectiveness and reflect the quality of university teaching. Understanding the factors that influence the academic performance of university students can help improve students’ academic performance, and is crucial to enabling universities to develop outstanding teaching. This paper hopes to provide a reference for universities in supporting future sustainable development and a shared vision for excellence.
論文目次 目錄
頁次
目錄……………………………………………………………………………..….Ⅰ
表目錄………………………………………………………………………………Ⅲ
圖目錄 ………………………………………………………………………………IV
第一章 緒論…………………………………………………………………………..1
1.1 研究背景……………………………………………………….…..1
1.2 研究動機……………………………………………………….…..5
1.3 研究目的……………………………………………………………….…..6
1.4 論文架構……………………………………………………………….…..8
第二章 文獻探討……………………………………………………………….…..10
2.1 組織社會化……………………………………………………….…..10
2.2 個人-組織契合度……………………………………………………..14
2.3 學習成效………………………………………………………….…18
2.4 研究假說推論……………………………………………………….…..22
第三章 研究方法……………………………………………………………….…..25
3.1 研究架構……………………………………………………….…..25
3.2 研究設計……………………………………………………………….…..26
3.3 變數定義與衡量……………………………………………………….…..26
3.4 研究對象……………………………………………………………….…..31
3.5 研究量表………………………………………………………….……33
第四章 實證研究結果與分析…………………………………………………….37
4.1 敘述性統計……………………………………………………………….37
4.2 測量模型………………………………………………………………37
4.3 路徑分析………………………………………………………………40
4.4 假說分析………………………………………………………………42
第五章 研究結論、限制、建議與管理意涵……………………………………….45
5.1 研究結論………………………………………………………………….45
5.2 研究限制………………………………………………………………….47
5.3 研究建議………………………………………………………………….47
5.4 管理意涵………………………………………………………………….49
參考文獻……………………………………………………………………….52
附錄1 因素分析前之研究問卷……………………………………………………..71
附錄2 因素分析後之研究問卷……………………………………………………..74
附錄3 各配適指標衡量標準表……………………………………………………..76


表目錄
頁次
表3-1 組織社會化量表…………………………….………………………….27
表3-2 個人-組織契合度量表………………………….………………………….28
表3-3 學習成效量表…………………………………………………………….29
表3-4 母體與樣本規模資料表……………………………………………………32
表3-5 各量表信、效度分析………………………………………………………….35
表3-6 整體量表信、效度分析……………………………………………………….36
表4-1組織社會化等各變數敘述性統計………………………………………….37
表4-2 各量表配適指標測量模型結果…………………………………………….38
表4-3 整體量表配適指標測量模型結果………………………………………….39
表4-4 各構面與問項之t value…………………………………………………….41
表4-5 各假說之驗證結果……………………………………………………….42


圖目錄
頁次
圖1-1 研究步驟與流程………………………………….………………………….9
圖2-1 Taormina (1997)組織社會化的四個構面……………………………………13
圖2-2 Chatman(1989)個人-組織契合度架構………………………………………16
圖3-1 研究架構圖………………………………….………………………….26
圖4-1 結構方程模式-路徑分析結果………………………………………….40
圖4-2 各假說之驗證結果最佳路徑圖………………………………………….42

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