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    Please use this identifier to cite or link to this item: https://nccur.lib.nccu.edu.tw/handle/140.119/98215


    Title: 運用全面品質管理提升統計學教學滿意度與學生學業成就之研究
    Other Titles: Using Total Quality Management to Improve Instructional Satisfaction and Students` Learning Achievement in a Statistics Course
    Authors: 邱垂昌 
    Keywords: 全面品質管理 ; 統計學 ; 教學滿意度 ; 學業成就
    Instructional satisfaction ; Learning achievement ; Satistics ; Total quality management
    Date: 2007-12
    Issue Date: 2016-06-22 10:08:16 (UTC+8)
    Abstract: 本研究旨在說明如何將全面品質管理（Total Quality Management, TQM）理念應用至班級課程教學上，並檢視TQM在提升教學滿意度及學生學業成就上之成效。研究採用不等組前後測準實驗設計，針對某國立師範大學管理學院大二修習統計學學生89名進行一學年實驗教學。實驗教學結果顯示，TQM教學班之學業平均成就及學生對教學之滿意度皆顯著高於傳統教學班，表示運用TQM教學策略於統計學教學上，對於學生學業成就及其對教學滿意度皆有較正面之貢獻。然而，實證結果亦顯示學生對新的TQM教學策略需要一段適應時間，其學習成效方能逐漸顯現。就學生之知覺而言，有高達九成以上之學生認為TQM教學策略之實施是成功的。
    This paper used a case instruction in a statistics course to investigate how to apply the ideas of total quality management (TQM) to the teaching and learning process. The participants are eighty-nine students from two classes enrolled in a business statistics course at the School of Administration of a university of education. With the nonequivalent pretest-posttest design, the experimental results appear that the experimental class that was exposed to TQM instruction has a significantly higher test achievement and instructional satisfaction than the control class that received traditional expository teaching. The results indicate that the TQM teaching and learning strategy can positively contribute to students’ learning achievement and instructional satisfaction in statistics courses. However, it must take some time for students to adapt a new teaching and learning strategy such as TQM, and their learning performance will be gradually improved. From the perception of students, over ninety percent of the students express that the implementation of TQM teaching and learning strategy is successful.
    Relation: 教育與心理研究, 30(4),57-88
    Journal of Education & Psychology
    Data Type: article
    Appears in Collections:[教育與心理研究 TSSCI] 期刊論文

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