小班教學之團體學習量表”的探討與評估

Translated title of the contribution: Assessment of the Group Learning Factor Scale Used in Small-Group Tutorial Mode

Meei-ying Kao, Yue-Joe Lee, Bee-Hong Lue, Tzu-Wei Shih, Ming-Been Lee

Research output: Contribution to journalArticle

Abstract

Although the utilization of small group tutorials is only in the initial stages currently in Taiwan, it is necessary to evaluate the effect of this common teaching method on Taiwanese students. This study examined and evaluated the Group Learning Factor Scale following its reconstruction to measure the impact of the small group tutorial on medical students. Data were collected from 204 medical students who participated in small group tutorials in the College of Medicine, National Taiwan University. A confirmatory factor analysis was conducted to test whether the CFA (confirmatory factor analysis) model fit the data. Results showed that for four of the five subscales, including interpersonal learning, self-presentation, interpersonal relationship and engagement, the Group Learning Factor moved in a positive direction; the relationship between the avoiding/conflict subscale and the Group Learning Factor was in the opposite direction. However, after controlling all latent variables and indicators for the lack of relationship to each other, avoiding/conflict was less affected by the Group Learning Factor than the other four subscales. In addition, all the subscales were very stable. The relationships between the pre-test and post-test were highly significant for all the subscales. The results also indicated the Group Learning Factor Scale could be employed to measure the group learning process. but suggested that the scale also needs to be improved due to the limitation of this study. Additional studies are needed, especially involving the application of the scale to various samples to further investigate the accessibility of the Group Learning Factor Scale.
Original languageTraditional Chinese
Pages (from-to)397-410
Number of pages14
Journal醫學教育
Volume1
Issue number4
Publication statusPublished - 1997
Externally publishedYes

Fingerprint

small group
learning
Group
medical student
factor analysis
Taiwan
self-presentation
teaching method
learning process
reconstruction
utilization
medicine
lack
student

Cite this

Kao, M., Lee, Y-J., Lue, B-H., Shih, T-W., & Lee, M-B. (1997). 小班教學之團體學習量表”的探討與評估. 醫學教育, 1(4), 397-410.

小班教學之團體學習量表”的探討與評估. / Kao, Meei-ying; Lee, Yue-Joe ; Lue, Bee-Hong ; Shih, Tzu-Wei ; Lee, Ming-Been .

In: 醫學教育, Vol. 1, No. 4, 1997, p. 397-410.

Research output: Contribution to journalArticle

Kao, M, Lee, Y-J, Lue, B-H, Shih, T-W & Lee, M-B 1997, '小班教學之團體學習量表”的探討與評估', 醫學教育, vol. 1, no. 4, pp. 397-410.
Kao M, Lee Y-J, Lue B-H, Shih T-W, Lee M-B. 小班教學之團體學習量表”的探討與評估. 醫學教育. 1997;1(4):397-410.
Kao, Meei-ying ; Lee, Yue-Joe ; Lue, Bee-Hong ; Shih, Tzu-Wei ; Lee, Ming-Been . / 小班教學之團體學習量表”的探討與評估. In: 醫學教育. 1997 ; Vol. 1, No. 4. pp. 397-410.
@article{b8d8dee6b4644b4f9d3a56779fd093c8,
title = "小班教學之團體學習量表”的探討與評估",
abstract = "台灣目前的小團體敎學雖然仍在起步的階段,但是對此種敎學方式的評估是刻不容緩的。在重新建構了比較適合於團體學習的量表—團體學習因素量表—之後,本研究即在檢测和評估此量表的運用情形。本研究根據204位參與小組敎學的醫學系學生,在經過兩次的測試之後,再以確認性因素分析的方法,重新檢驗團體學習因素的模型與資料配合的程度。結果顯示在控制各因素與指標問項,使其彼此之間互不相關之後,五個次量表中,仿同互動學習、自我揭露、人際關係和參與度比較能正向的代表團體學習因素,而規避/衝突則受團體學習因素的影響爲負向的且程度較低。而對各個次量表而言,前測與後測之間的穏定性都相當的高,綜合這些結果反映出本量表是可以作爲一學習團體評量的工具。但是研究結果同時也建議,團體學習因素量表本身仍有一些可以改進的地方。且因研究本身的限制,乃需要更多的實證資料來檢證,特別是應用在具有不同特質的對象上。",
keywords = "團體學習因素量表, 小組教學, 確認性因素分析, Group Learning Factor Scale, small group tutorial, confirmatory factor analysis",
author = "Meei-ying Kao and Yue-Joe Lee and Bee-Hong Lue and Tzu-Wei Shih and Ming-Been Lee",
year = "1997",
language = "繁體中文",
volume = "1",
pages = "397--410",
journal = "醫學教育",
issn = "1028-2424",
publisher = "台灣醫學教育學會",
number = "4",

}

TY - JOUR

T1 - 小班教學之團體學習量表”的探討與評估

AU - Kao, Meei-ying

AU - Lee, Yue-Joe

AU - Lue, Bee-Hong

AU - Shih, Tzu-Wei

AU - Lee, Ming-Been

PY - 1997

Y1 - 1997

N2 - 台灣目前的小團體敎學雖然仍在起步的階段,但是對此種敎學方式的評估是刻不容緩的。在重新建構了比較適合於團體學習的量表—團體學習因素量表—之後,本研究即在檢测和評估此量表的運用情形。本研究根據204位參與小組敎學的醫學系學生,在經過兩次的測試之後,再以確認性因素分析的方法,重新檢驗團體學習因素的模型與資料配合的程度。結果顯示在控制各因素與指標問項,使其彼此之間互不相關之後,五個次量表中,仿同互動學習、自我揭露、人際關係和參與度比較能正向的代表團體學習因素,而規避/衝突則受團體學習因素的影響爲負向的且程度較低。而對各個次量表而言,前測與後測之間的穏定性都相當的高,綜合這些結果反映出本量表是可以作爲一學習團體評量的工具。但是研究結果同時也建議,團體學習因素量表本身仍有一些可以改進的地方。且因研究本身的限制,乃需要更多的實證資料來檢證,特別是應用在具有不同特質的對象上。

AB - 台灣目前的小團體敎學雖然仍在起步的階段,但是對此種敎學方式的評估是刻不容緩的。在重新建構了比較適合於團體學習的量表—團體學習因素量表—之後,本研究即在檢测和評估此量表的運用情形。本研究根據204位參與小組敎學的醫學系學生,在經過兩次的測試之後,再以確認性因素分析的方法,重新檢驗團體學習因素的模型與資料配合的程度。結果顯示在控制各因素與指標問項,使其彼此之間互不相關之後,五個次量表中,仿同互動學習、自我揭露、人際關係和參與度比較能正向的代表團體學習因素,而規避/衝突則受團體學習因素的影響爲負向的且程度較低。而對各個次量表而言,前測與後測之間的穏定性都相當的高,綜合這些結果反映出本量表是可以作爲一學習團體評量的工具。但是研究結果同時也建議,團體學習因素量表本身仍有一些可以改進的地方。且因研究本身的限制,乃需要更多的實證資料來檢證,特別是應用在具有不同特質的對象上。

KW - 團體學習因素量表

KW - 小組教學

KW - 確認性因素分析

KW - Group Learning Factor Scale

KW - small group tutorial

KW - confirmatory factor analysis

M3 - 文章

VL - 1

SP - 397

EP - 410

JO - 醫學教育

JF - 醫學教育

SN - 1028-2424

IS - 4

ER -