核心基礎課程會考對學生學習成效之影響分析-以臺北市某大學五專部學生為例

Abstract

隨著臺灣教育普及化政策推行，技職教育快速擴張之下，也衍生出學歷貶值、素質參差、人才斷層等問題。而技職教育中，五專教育的目標是培養專業技術人才，部分學校設置核心基礎課程會考機制，旨在增強學生的基本學科能力，提升他們的職場競爭力與綜合素養，本研究以臺北市某大學五專部學生為對象，探討核心基礎課程會考對學習成效的影響，期能進一步分析生理性別與科別對學習成效的差異。本研究將有參加與未參加會考的學生分為兩組，並進行上、下學期之學期成績進行分析，主要研究標的為經濟學和會計學，透過敘述性統計、皮爾森相關分析、單因子變異數分析等統計方法，研究發現，經濟學會考對五專學生的學習成效影響並不顯著，因此可以推斷經濟學會考不一定能有效提升學生的學習表現；會計學的分析結果則顯示參加會計學會考的學生在不同學年度的上下學期成績差異顯著，這表示會計學會考對學生的學習成效具有一定程度的影響。另外，在生理性別與科別的分析結果顯示，會考對生理性別之間的學習成效差異不顯著；部分科別在會考後的成績穩定性有所提高，顯示會考有助於提升學生的學習動力與基礎學科的掌握。建議學校應根據學生特性及各學科需求調整會考設計，提供更適切的學習支持，提升核心基礎課程會考的有效性，更有效地促進學生學習成效的提升並增強其職場競爭力，同時提升臺灣技職體系的整體水準。With the implementation of Taiwan's technical and vocational educational universalization policies have rapidly expanded. These policies occur academic credential devaluation, varying quality of graduates, and talent gaps have also arisen. In technological and vocational education, the goal of five-year junior college education is to cultivate professional technical personnel. Some universities and colleges have established a comprehensive examination mechanism for core fundamental courses, aiming to enhance students' basic academic abilities, improve their workplace competitiveness, and overall literacy. This study targets five-year junior college students at a university in Taipei City to explore the impact of the comprehensive examination of core fundamental courses on learning outcomes, with the aim of further analyzing differences in learning outcomes based on gender and department.The study divides students into two groups: those who participated in the assessments and those who did not. An analysis of academic performance over the first and second semesters was conducted, focusing primarily on the subjects of economics and accounting. Statistical methods, including descriptive statistics, Pearson correlation analysis, and one-way ANOVA, were employed. The findings revealed that the economics assessment had no significant impact on the learning outcomes of five-year junior college students, suggesting that the economics assessment might not effectively enhance student performance. In contrast, the analysis of accounting results indicated that students who participated in the accounting assessment exhibited significant differences in their academic performance between semesters of different academic years. This finding suggests that the accounting assessment positively influences students’ learning outcomes to a certain degree. Furthermore, the analysis of physiological gender and discipline revealed no significant differences in learning outcomes based on gender. However, in certain disciplines, the stability of academic performance improved after the assessments, indicating that the assessments helped boost students’ motivation and mastery of foundational subjects.It is recommended that schools adjust the examination design based on student characteristics and the needs of each subject, providing more appropriate learning support to enhance the effectiveness of the comprehensive examination of core fundamental courses. This approach would more effectively promote the improvement of students' learning outcomes, strengthen their workplace competitiveness, and simultaneously raise the overall standard of Taiwan's technical and vocational education system.