護理系學生之學習型態與學業成績之探究

The Relationship of Baccalaureate Nursing Students' Learning Styles and Academic Scores

10.7067/JMHIT.200703.0101

孫淑敏(Shu-Min Sun)；何美瑤(Mei-Yao Ho)

護理教育 ； 學習型態 ； 學業成績 ； nursing education ； learning style ； academic scores

美和技術學院學報

26卷1期（2007 / 03 / 01）

101 - 115

繁體中文

本研究目的主要探討二技與四技護理系學生之學習型態與學業成績之關係。藉由問卷調查，以便利取樣，且採用Kolb之學習型態測量工具。針對屏東地區兩所技術學院共435位護理系學生，四技91位(20.9%)，日二技138位(31.8%)，夜二技206位(47.3%)之資料，以X^2、One-way ANOVA及LSD事後比較檢定分析。研究結果發現：(1)三種不同學制之護理系學生其基本人口特徵之年齡、父親教育程度及母親教育程度有不同的差異。(2)三種學制的學生皆以具體觀察型(diverger)(43.2%)最多，其次為具體操作型(accommodator)(33.8%)。(3)除年齡外，年齡與學習型態之變異數分析(F=3.319(上标 *)，p=.025)及LSD之事後比較，得知在年齡上，具體操作型與概念觀察型、具體觀察型有顯著性差異，而具體操作型學生之平均年齡比概念觀察型、具體觀察型學生年齡大。(4)不同學制與學習型態有顯著性差異 (X^2=20.63(上标 *)，p=.002)。(5)學習型態與學業成績無顯著性差異(F=2.486, p=.061)。本研究建議，未來探討護理系學生之學習型態與學業成績之相關性時，其學業成績只採計護理專業核心科目取代全學期之成績以降低成績的差異性。

The purpose of this study was to investigate the relationship of students' learning styles and academic scores for two-year senior and four-year nursing programs. Data were collected by convenience sampling and evaluated with Kolb's Learning Style Instrument. 435 college nursing students from two technology institutes were taken as subjects in Pingtung. Among them, 91 (20.9%) are four-year college students, 138 (31.8%) are full time two-year senior students, and 206 (47.3%) are two-year part time senior students. Chi square, one-way ANOVA, and LSD tests were used for data analysis. The results showed: (1) Demographic backgrounds of students from these three different programs had different significant relationship of age, father's education and mother's education. (2) Students' learning styles from these three kinds of programs had the largest proportion of diverger learning styles (43.2%), followed by the accommodator learning style (33.8%). (3) Students' demographic backgrounds had no significant relationship to learning styles. Only age was significantly correlated with learning styles. One-way ANOVA revealed age and learning styles with significant relationships (F=3.319(superscript *), p=.025). And, the LSD test showed accommodator students' average age were older than assimilator and diverger students. (4) Students from these three nursing programs showed significant differences of learning styles X^2 =20.63(superscript *), p=.002). (5) Students' academic scores showed no significant relationship to learning styles (F=2.486, p=.061). Recommendation for further research includes the testing of the relationship between professional nursing course academic scores (rather than whole semester final grades) and learning styles.

1. 胡夢蕾、李怡君(2004)。人格特質、學習型態與學習表現關係之研究－以台灣餐旅教育學生爲例。觀光研究學報，10(3)，1-12。
   連結：
2. 陳夏蓮、李薇莉(2000)。護生與臨床教師學習型態對實習成績及教學滿意度影響之探討。護理研究，8(3)，313-322。
   連結：
3. Cano-Garcia, F.,Hughes, F.H.(2000).Learning and thinking styles: An analysis of their interrelationship and influences on academic achievement.Educational Psychology,20(4),413-430.
4. Cavanagh, S. J.,Coffin, D. A.(1994).Matching instructional preference and teaching styles.Nurse Education Today,14(2),106-110.
5. Cavanagh, S. J.,Hogan, K. A.,Ramgopal, T.(1995).The assessment of student nurse learning styles using the Kolb learning styles inventory.Nursing Education Today,15(3),177-183.
6. Colucciello, M. L.(1999).Relationships between critical thinkng dispositions and learning styles.Journal of Professional Nursing,15(5),294-301.
7. Colucciello, M. L.(1993).Learning styles and instructional process for home healthcare providers.Home Health Care Nurse,11(2),43-50.
8. Deciantis, S. M.,Kirton M. J.(1996).A psychometric Reexamination of Kolb's experiential learning cycle construct: A separation of level style, and process.Educational and Psychological Measurement,56(5),809-820.
9. DeCoux, V. M.(1990).Kolb's learning styles inventory: A review of its applications in nursing research.Journal of Nursing Education,29(5),294-301.
10. DiBartola, L. M., M. K.,Turley, C. L.(2001).Do learning styles and learning environment affect learning outcome?.Journal of Allied Health,30(2),112-115.
11. Gardener, B. S.,Korth, S. J.(1997).A framework for learning to work in teams.Journal of Education for Business,74(1),28-33.
12. Garner, I.(2000).Problems and inconsistencies with Kolb's learning styles.Educational Psychologist,20(3),341-348.
13. Geiger, M. A.,Bboyle, E. J.,Pinto, J.(1992).A factor analysis of Kolb's revised learning styles inventory.Educational and Psychologist Measurement,52,753-759.
14. Haislett, J.,Hughes, R. B.,Atkinson, G.,Williams, C. L.(1993).Success in baccalaureate nursing programs: A matter of accommodation?.Journal of Nursing Education,32(2),341-344.
15. Harrison, C.,Lester, D.(2000).Learning styles and personality type on high school students.Psychological Reports,87,1022.
16. Kolb, D. A.(1976).Learning style inventory: Teaching manual.Boston:Willam Mcbee.
17. Mattew S, D. B.,Hamby, j. V.(1995).A comparison of the learning styles of high school and college/university students.The Clearing House,68(4),257-261.
18. McNeal, G. H.,Dwyer, F.(1999).Effect of learning style on consistent and inconsistently designed instruction.International Journal of Instructional Media,2(3),337-346.
19. The effect an individual learning style has on grades in traditional and distance learning
20. Sun, S. M.(1988).Oshkosh,University of Wisconsin.
21. Titus, T. G.,Bergandi, T. A.,Shryock, M.(1990).Adolescent learning styles.Journal of Research and Development in Education,23,165-171.
22. Wolfe, K.,Bates, D.,Manikowske, L.,Amundsen, R.(2005).Learning styles: Do they differ by discipline?.Journal of Family and Consumer Science,94(4),18-22.
23. Yoder, M. E.(1994).Preferred learning style and educational technology: Linear V.S. interactive video.Nursing & Health Care,15(3),128-132.
24. 林麗琳(1995)。台南，國立台南師範學院初等教育研究所。
25. 孫淑敏、吳瓊滿(1998)。專科學校護理科與財稅科學生學習型態的調查與比較。美和專校學報，16，91-110。
26. 陳如山(1991)。成人學習及其相關因素之研究：社會科學學報，1(1)，1-43。
27. 蔡淑薇(2004)。彰化，師範大學。
28. 鍾菁(1994)。學生學習型態與學業成績關係之研究。國立台北商專，43，209-243。

1. 黃惠美、徐倩儀、洪麗玲、林麗英(2016)。護理臨床教師學習型態及相關因素之探討。榮總護理，33(3)，229-237。