學習預警機制之探討與預測模型之建立

Please use this identifier to cite or link to this item: http://ir.lib.ncu.edu.tw/handle/987654321/77822

Title:	學習預警機制之探討與預測模型之建立
Authors:	余奕憲;Yu, Yi-Hsien
Contributors:	數學系
Keywords:	預警機制;學習適應困難;early warning system;at risk student
Date:	2018-07-06
Issue Date:	2018-08-31 14:58:19 (UTC+8)
Publisher:	國立中央大學
Abstract:	大學是強調自主學習的求學階段，學生無論是在選課或安排學習進度上都有很大的彈性，當然在成績的表現上，學生也需要有高度的自主性與責任感，而依據教育部統計處資料顯示，大專校院學生退學情況逐年增加，退學原因中「因學業成績」而退學的學生就佔了 16.2%，學生學習歷程因此被動中斷，不僅可能影響學生個人的生涯發展，也隱含人力與教育資源的浪費。學校為加強學生有效學習因此提供了「學習預警機制」，給予學生檢視自我學習狀況的機會。而現行的學習預警機制，學生在得知自己被預警後，卻沒有給予適當的時間進行補救，不但會形成學生在學習上的無助感，也會喪失學習預警機制本身為加強學生對學習狀況的了解與提高學生學習品質的目的。本研究主要探討學習預警機制以及如何找出學習適應困難的學生(at risk student)，其中發現我們能透過學測成績及微積分成績建立預測模型，在開學第六週時，能找出潛在學習適應困難的學生，給予學生充分時間調整自我學習，以及接受學校所提供的課業輔導，進而降低被退學、二分之一學分不及格、三分之一學分不及格的發生率。 ;Studies in college phase emphasizes autonomous learning, which bestows great flexibility on students in terms of either selecting courses or scheduling studies, while high autonomy and sense of responsibility are required for students in their academic performance. Nevertheless, information from Department of Statistics, Ministry of Education, suggests an annually growing dropout rate, 16.2 percent of which is contributed by students expelled on the grounds of “academic performance.” Students’ learning process is hence interrupted, which possibly affects students’ individual career development while implying a waste of human and educational resources. To reinforce effective learning, schools hence offer an “Early Warning System” that gives students opportunities to examine their learning outcomes. The Early Warning System in effect, nevertheless, does not render a proper time window for post-alerted remedies, resulting in not only students’ helplessness in learning but also the loss of the mechanism’s significance. This study aims at exploring the Early Warning System and how to locate at-risk students. Establishing a forecast model through scores of GSAT and calculus courses enables locating as-risk students in the sixth week of the semester, providing students with adequate time for the purpose of regulating autonomous learning, adopting school’s academic counseling, and hence reducing the occurrence rate of dropping out, failing half of total credits, and failing one-third of total credits.
Appears in Collections:	[Graduate Institute of Mathematics] Electronic Thesis & Dissertation

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