A Research on the Relationship between Multi-Channel College Admission System and Access to General Higher Education

• Main Authors: Fuey Lin Look, 陸慧蓮
• Other Authors: Li-yun Wang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/69208701948487084370

碩士 === 國立臺灣師範大學 === 教育學系 === 99 === In this study, the data analyzed is from Taiwan Integrated Postsecondary Education Database (TIPED). Chi-square Test and logistic regression analytical methods are used to examine: (1) the relationship between students’ individual background and the multi-channel college admission, (2) the relationship between students’ individual background and the opportunity for accessing university, (3) the relationship between students’ individual background and access to university under the Multi-Channel College Admission System. In addition, semi-structured interviews with public high school counselors were conducted to investigate factors that affect students’ choice of admission channels. Based on the analytical and interview results, the impact of students’ individual background on access to general higher education under the Multi-Channel College Admission System is discussed. Suggestions for the amendment of educational policy and future study are provided. The results showed that: (1) Students whose mothers have higher education, fathers’ job are teachers or soldiers, those who come from low-income families, and those with higher scores in General Scholastic Ability Test have more opportunities to enter universities through recommended admissions or applications. (2) Students’ choice of admission channels is mainly determined by the results from General Scholastic Ability Test results. It is less affected by socio-economic background factors. (3) After controlling the effects of students’ individual background and admission channels, students who got higher scores in the General Scholastic Ability Test have better chances entering public universities. (4) Low-income students are more likely entering universities through applications, but their chance of entering public universities is lower. Because individual merit still is an important factor in predicting access to university, students who got higher scores in the General Scholastic Ability Test gained more opportunities to enter public universities whereas who got lower scores entered private universities.