科技大學教師教學評鑑機制之探討--以屏東科技大學為例

• Main Authors: Hsiu-Li Kuo, 郭秀莉
• Other Authors: Feng-Chiao Chung
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/62322817515716755038

碩士 === 國立屏東科技大學 === 技術及職業教育研究所 === 97 === Education is importment part for national development. Educational development and raise knowledge are related. The purpose of this study is to investigate students’ opinions about teachers’ teaching quality. The subject is the data from “Opinion Poll for Teaching, NPUST” from the first semester in 2005 to the second semester in 2008. In the first and second year, teacher assessment system is on the basis of what every teacher could choose a course which students’ had finished their opinions as their teaching scores. However, all the courses were necessary to be included in the last year. The data are loaded into the computer and analyzed with statistic software SPSS 12.0. The data is analyzed by applying the statistical methods, including descriptive statistics, T-test, one-way ANOVA, Pearson correlation analysis, and multiple regression analysis.The main findings of this study are as follows: 1. In students assessment on teacher’s teaching, the effect is significantly different from teaching material, teaching method, teaching attitude, teaching assessment, and teaching effect from 2005 to 2007. 2. In 2005,2006 and the first semester in 2007 , elective courses and required courses are significantly different in teaching material, teaching method, teaching attitude, students’ learning evaluation, and teaching effect. The evaluative score of selective courses is higher than required courses. 3. The second semester in 2007, teaching material, teaching method, teaching attitude, teaching assessment, and teaching effect were significantly varied with teachers from different colleges. 4. Teaching material, teaching method, teaching attitude, teaching assessment, and teaching effect are significantly varied with professional theory, professional pratice, and general curriculum in the second semester of 2007. 5. Evaluative score and teachers’scoring have significantly positive correlation from 2005 to 2007. 6. Learning numbers and numbers of failing score are significantly negative correlated to teaching material, teaching method, teaching attitude, and teaching assessment in the second semester of 2005 and 2006. 7. Evaluative score is significantly positive correlated to preparation for the course, teaching progress, situation for attendance in 2007. 8. Evaluative score is significantly different from colleges in the second semester of 2006 and 2007. 9. Evaluative score is significantly negative correlated to learning numbers. 10. Teachers’ scoring is significantly positive correlated to teaching material, teaching method, teaching attitude, and teaching assessment in the second semester of 2005 and 2006. 11. Preparation for the course, studying hours per week, situation for attendance, homework number of times, expects the score, teachers’ scoring, learning numbers, required or elective courses can significantly predict the results of the five levels in the second semester of 2007. 12. Teaching method, elective courses and required courses, learning numbers, preparation for the course have the positive influence on teachers’ scoring. Based on the results, some suggestions regarding to future study, university, teachers and students.