CAJ | 학술논문

本研究旨在探讨大学生的学习经验是否因其入学管道、学科领域及性别等而有所差异。研究运用台湾清华大学2012年大二学生的调查资料，“起始条件-学习历程-获益评估”为分析架构，采用双变项T检定、单因子变异数分析与二因子多变量变异数等分析方法。分析结果显示：不同入学管道对学生的学习经验影响不大；但不同学科领域的教育目标与课程内涵侧重不同，学生的学习经验与获益情形有显著差异；同一学科领域内，女学生的自我教育期待与学习评价有低于男学生的倾向。凡此种种构成“一所学校，多样学情”的现象。本文亦讨论了此现象所蕴含的高等教育政策意涵与未来研究方向。
본연구지재탐토대학생적학습경험시부인기입학관도、학과영역급성별등이유소차이。연구운용태만청화대학2012년대이학생적조사자료，“기시조건-학습역정-획익평고”위분석가구，채용쌍변항T검정、단인자변이수분석여이인자다변량변이수등분석방법。분석결과현시：불동입학관도대학생적학습경험영향불대；단불동학과영역적교육목표여과정내함측중불동，학생적학습경험여획익정형유현저차이；동일학과영역내，녀학생적자아교육기대여학습평개유저우남학생적경향。범차충충구성“일소학교，다양학정”적현상。본문역토론료차현상소온함적고등교육정책의함여미래연구방향。
This study aims to investigate how differences in procedure of admission, field of study and gender may impact undergraduate students＇ learning experiences. A sample of 716 THU sophomores was surveyed in the summer of 2012. An input-process-outcome model was adopted as the analytical framework, and statistical methods of ANOVA and MANOVA were applied. Results show that little difference by procedures of admission was found, that almost every aspect of learning experiences differs significantly between students in sciences, engineering, and humanities and social sciences, and that female students tend to work harder but hold lower educational aspiration and evaluation of learning outcomes than do their male peers in the same field, indicating diverse experiences on THU campus. Policy implications of the findings are discussed.