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研究生:林我崇
研究生(外文):Lin Wo-Chung
論文名稱:問題導向教學策略對技職校院學生行銷研究學習成效及人際溝通能力提昇之研究
論文名稱(外文):The Study of Problem-based Teaching Strategy on the Promotion of Colleges Students’ Marketing Research Learning Performance and Interpersonal Communication Competence
指導教授:戴文雄戴文雄引用關係
指導教授(外文):David W. S. Tai
學位類別:博士
校院名稱:國立彰化師範大學
系所名稱:工業教育學系
學門:教育學門
學類:專業科目教育學類
論文種類:學術論文
論文出版年:2003
畢業學年度:91
語文別:中文
論文頁數:302
中文關鍵詞:行銷研究學習成效人際溝通能力多元評量問題導向教學策略學習滿意度
外文關鍵詞:marketing researchlearning performanceinterpersonal communication competencemultisource assessmentproblem-based teaching strategylearning satisfactory levelCEQ
相關次數:
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摘 要
本研究旨在探討不同教學策略對技職校院學生行銷研究學習成效及人際溝通能力提昇之研究,本研究所使用的研究工具包括:「人際溝通能力量表」、「行銷研究態度量表」、「行銷研究成就量表」、「學習滿意度量表」、及依不同教學策略所設計之兩種教材等。本研究之研究對象為南開技術學院不動產經營系兩組,共86名學生,包括實驗組43人,控制組43人。研究方法係運用準實驗設計進行研究,所得資料運用次數分析、單因子變異數分析、單因子共變數分析等統計方法進行各項研究假設的檢定。具體而言,本研究獲致以下結論:
1、 不同學生背景變項中,擔任社團幹部職務等變項,會影響行銷研究學習成就,但在學習態度方面無顯著差異。
2、 不同學生背景變項中,父親教育程度、曾參與人際溝通相關訓練活動等變項在人際溝通能力各構面評量方面具有顯著差異。
3、 不同學生背景變項中,籌劃社團活動經驗、社團幹部年資經驗等變項在學習滿意度方面具有顯著差異。
4、 不同教學策略組別的學生,在行銷研究學習成效方面具有顯著差異。實驗組學生的學習成就及個案分析報告顯著高於控制組學生,但在學習態度方面則無顯著差異。
5、 不同教學策略組別的學生,在表達清晰、跨文化溝通知覺、人際經驗等評量構面具有顯著差異,且實驗組學生在表達清晰及人際經驗評量構面顯著高於控制組學生;而在跨文化溝通知覺構面,控制組學生則顯著高於實驗組學生。
6、 在學習滿意度方面,僅在適當課業量及適當評量方面具有顯著差異,且實驗組學生的皆顯著高於控制組學生。
The purposes of this study were to establish the problem- based teaching strategy and material using programme of marketing research, and examine the promotion of undergraduates’ marketing research learning performance and interpersonal communication competence. The instruments of this study consisted of “interpersonal communication competence inventory”, “attitude inventory toward marketing research”, “achievement test of marketing research”, “course experience questionnaire” and instructional materials of the variety of teaching strategy. The samples were 86 undergraduates in two groups (both groups having 43 undergraduates), and sampled from the Real Estate Department of Nan Kai College. The quasi-experimental design was applied in this study. The statistical methods such Frequency analyses, One-way MANOVA and MANCOVA were conducted to analyze the data. The major findings of this study described as follows:
1. There was significant difference in term of learning achievement on marketing research in the variety of demographic variables, such as educational level of mother and ever conducted highest duty of community, but no significant difference on learning attitude.
2. There was significant difference in term of learning performance on the dimensions of interpersonal communication competence in the variety of demographic variables with respect to father’s education level and discipline of interpersonal communication.
3. There was significant difference on the learning satisfactory level in the variety of demographic variables with respect to experience and tenure of community.
4. There was significant difference in term of learning performance after instructional experiment on marketing research between the two groups. The students in problem-based instruction group presented significantly better learning achievement and case study paper than the students in traditional instructional group, but there was no significant difference in term of the attitude toward marketing research.
5. There was no significant difference in term of learning performance on the overall interpersonal communication competence after instructional experiment between two groups, but there were significant differences in terms of some measuring dimensions of interpersonal communication competence, especially in articulation, interpersonal experience and cross-culture communication perception. The experimental group presented significantly better than the traditional group in dimensions of articulation and interpersonal experience, but the traditional group was significantly better than the experimental group in dimension of cross-culture communication perception.
6. The students in the experimental group rated their learning satisfaction significantly higher than did the students in the traditional group with respect to appropriate workload scale and appropriate assessment scale.
目 錄
中文摘要………………………………………………………Ⅰ
英文摘要………………………………………………………Ⅲ
謝 誌………………………………………………………Ⅴ
目 錄………………………………………………………Ⅶ
圖 次………………………………………………………XI
表 次………………………………………………………XⅡ
第一章 緒論…..…………………………………………………… 1
第一節 研究背景與動機.……………………………………. 1
第二節 研究目的.……………………………………………. 6
第三節 待答問題.……………………………………………. 7
第四節 研究假設.……………………………………………. 7
第五節 研究方法與步驟.……………………………………. 10
第六節 研究範圍與限制.……………………………………. 15
第七節 名辭釋義..……………………………………………. 17
第二章 文獻探討..…………………………...…………………… 19
第一節 問題導向教學策略理論與研究....…………………. 19
第二節 問題導向教學策略課程設計與發展理論與研究.... 48
第三節 教學評量理論與研究……………………………….. 58
第四節 人際溝通能力及評量理論與研究….……………… 72
第五節 學習滿意度理論與研究..…………………………… 129
第三章 研究設計與實施….……………………………………… 137
第一節 研究架構.……………………………………………. 137
第二節 研究對象.……………………………………………. 138
第三節 研究設計.……………………………………………. 138
第四節 研究工具.……………………………………………. 139
第五節 實驗實施.……………………………………………. 168
第六節 資料處理.……………………………………………. 180
第四章 資料分析..………………………………………………… 183
第一節 實驗教學之學生背景資料分析..………………….. 183
第二節 不同學生背景變項在行銷研究學習成效的差異分析………………………………………………………. 186
第三節 不同學生背景變項在人際溝通能力學習成效的差異析…………………………………………………... 195
第四節 不同學生背景變項在學習滿意度的差異分析..…. 207
第五節 不同教學策略在行銷研究學習成效的差異分析… 218
第六節 不同教學策略在人際溝通能力學習成效的差異分析………………………………………………………. 220
第七節 不同教學策略在學習滿意度的差異分析.………… 223
第八節 研究發現……..………………………………………. 226
第五章 結論、討論與建議.……………………………………….. 231
第一節 結論與討論….……………………………………….. 232
第二節 建議………………….……………………………….. 238
參考文獻
中文部份……………………………………………………. 245
英文部份……………………………………………………. 250
附錄一 學生個人及家庭基本資料調查表…………… 263
附錄二 專家會議名單……………………………..……. 264
附錄三 人際溝通態度量表(自評) ……………….…… 265
附錄四 人際溝通態度量表(他評) ………………..….. 266
附錄五 人際溝通態度量表(師評) ……………………. 267
附錄六 行銷研究學習態度量表………………………. 269
附錄七 問題導向教學策略核心問題及能力內涵分析摘要………………………………………….. 270
附錄八 行銷研究學習成就評量(前測)…..………….. 275
附錄九 行銷研究學習成就評量(後測) …..………….. 281
附錄十 學生學習滿意度量表………………..………… 287
附錄十一 教學活動設計…………..………………………. 288
附錄十二 問題導向教學策略教材……………………… 290
附錄十三 教學活動單…………………………………….. 298
附錄十四 問題導向教學策略教學活動設計檢核表…. 301
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