Assistance for disadvantaged students and its relationship with student learning in public universities in Taiwan

• Main Authors: Liu, Hsin, 劉芯
• Other Authors: Chang, Sheue-Mei
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/5pu622

碩士 === 國立臺灣師範大學 === 公民教育與活動領導學系 === 107 === This study aims to investgate the assistances for disadvantaged students provided by public universities in Taiwan and their impacts on the student engagement and learning development of disadvantaged students. This study focuses on the ten public research universities subsidized by “Aim for the Top University Plan (the second term)” held by the Ministry of Education. The research target is the disadvantaged students who entered these universities through enrollment programs only for disadvantaged students. By examining the experience and self-consideration of disadvantaged students, data about their personal background, degrees of student engagement, and degrees of learning development are collected. Regarding personal background, the survey includes the gender, year of study, and type of disadvantage. In addition, each disadvantaged student is asked about how much she/he received and needed financial aids, learning assistance, and living care from her/his university. Regarding student involvement, the survey includes both academic involvement and extracurricular involvement. Regarding learning development, both academic performance and self-development are surveyed. By collecting and analyzing these data, this study may help reveal the current progress of universities’ assistance and difference among different student groups. Moreover, how the assistance for disadvantaged students, student involvement, and learning development correlate with each other is examined. The major research findings are the following: 1.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of student involvement are significantly different. 2.For those disadvantaged students who receive or need different levels of assistance, their degrees of a part of learning development are significantly different. 3.For disadvantaged students, the degrees of student involvement and learning development are significantly positively correlated. 4.For disadvantaged students, the difference of their personal background and student involvement can explain the difference of their learning development.