| Summary: | 碩士 === 中華大學 === 應用統計學系碩士在職專班 === 101 === The main purpose of this study is to understand the different learning performances between diverse admission paths for high school students. The diverse admission paths mentioned here are open admission and distribution by scores from the Basic Competence Test. The main research is as follows:
1. In terms of teachers’ different genders, if students from the two diverse entrance paths differ in living and learning, academic achievements, learning differences, and personality traits.
2. In terms of teachers’ different years of service, if students from the two diverse entrance paths differ in living and learning, academic achievements, learning differences, and personality traits.
3. In terms of teachers’ different job positions, if students from the two diverse entrance paths differ in living and learning, academic achievements, learning differences, and personality traits.
4. In terms of teachers’ different teaching fields, if students from the two diverse entrance paths differ in living and learning, academic achievements, learning differences, and personality traits.
5. In terms of teachers’ different education diplomas, if students from the two diverse entrance paths differ in living and learning, academic achievements, learning differences, and personality traits.
The study targets at students under the open admission policy during academic years of 99, 100 and 101. However, after the implementation of 12-year compulsory education in academic year of 2013, the open admission policy is subject to changes. Therefore, this study’s results can not serve as a reference to students under the open admission policy in academic year of 2013. To compare the differences in students’ learning performances before and after the 12-year compulsory education, full analysis can be reached after the implementation.
Keywords：Learning Performances, Diverse Admission Paths, Open Admission
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