| Summary: | 碩士 === 國立臺南大學 === 教育經營與管理研究所 === 96 === School offers plural /kinds of selected courses for student to choose, some courses demonstrate full phenomenon or student can’t choose, but few people show any interest in some, Even because it doesn’t reach the lowest number, the class can’t take. Thus, it is very important issue to understand factors of affecting student taking course intention. Through student’s perceived teaching quality, the study explores the possibility of taking other courses which teacher makes after student takes his/her course. According to literature of service quality, service should emphasizes the process and the outcome, so the study divides teacher''s teaching quality into process quality and outcome quality, and explores the influence of process quality and outcome quality to re-taking course intention, and the influence of process quality to outcome quality.
The purpose of this study is to investigate the impacts of process quality and outcome quality of teacher''s teaching to college students re-taking course intention. General university students(not including the post-graduate students) in northern, central and southern Taiwan were taken as the subject of study, and according to population proportion, there are 400 questionnaires collected by proportional and convenient sampling, representing effective response 335 questionnaires and effective response rate of 84%. After using SPSS and AMOS to test the reliability and validity, the study uses AMOS to test structural model and prove hypothesis.
Major findings from the study reveal that:
1. The college student’s perceived process and outcome quality of teacher’s teaching are most above average, but some students disagree their teachers’ process and outcome quality of teaching.
2. The result of SEM of process and outcome quality of teacher’s teaching and retaking course intention:
(1) Process quality affects student’s retaking course intention directly. In process quality factors, “teaching way and style” is the most important, and then “content of teaching”, “homework”, “ score model” and “time”.
(2) Outcome quality doesn’t affect student’s retaking course intention directly.
(3) Process quality to student’s retaking course intention is more influential than outcome quality.
(4) Process quality directly affects outcome quality.
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