由國立交通大學學生背景特質與大二學業表現 看多元入學政策

Abstract

本研究運用國立交通大學94學年度至100學年度之學生資料，以實證研究的精神探討多元入學管道之政策在本校的實施成果，希望了解(1)入學後的大二專業必修科目表現；(2)影響學生進退步表現的因素。 由蘇敬婷同學的論文，我們發現受全國政策影響，透過考試分發進入本校的學生比例逐年遞減，個人申請逐年遞增，繁星計畫近年則維持在10%左右。其中畢業於公立明星高中（共31所）之交大學生，有較高比例透過「考試分發」或「個人申請」入學。「繁星計畫」的推動增加了學生背景的多樣性，但對其他公立高中（指非上述之明星高中）和私立高中則較有利。分析學生大一成績表現，透過繁星管道入學的學生若只單看平均成績，表現並不差，但異質性大。明星高中學生若能在繁星管道被挑選，學業表現往往比其他高中背景更出色。 我們進一步分析學生的大二必修課成績，觀察學生在大二的修課表現是否也同樣受各種入學管道的影響，並定義進退步表現，觀察入學管道、高中背景、性別、居住地區等因素是否會影響學生大一升大二的進步表現。

In the thesis, we study the influence of the multi-route admission policy on NCTU students during the academic years from 2005 to 2011. We especially focus on the impact on three aspects, namely (1) students’ academic performances in their sophomore year, (2) the factors affect students’ progress performance. By Ching-Ting Su’s thesis, similar to the nationwide trend, we find that the proportion of students entering NCTU through examination and allocation (EA, 考試分發) gradually decreases; on the contrary, the proportion of those admitted via recommendation (AR, 個人申請) is increases. The proportion of the “twinkling star” program (TSP, 繁星計畫) remains around 10% in recent years. We also find that students graduated from the 31 well-known public high schools (公立明星高中) are more likely to enter NCTU via the EA or AR channels. TSP is more advantageous for students graduated from less competitive high schools. On the other hand, it increases the diversity of students' background on NCTU campus. For students admitted via TSP, their average performances in the first year are not much different from those via other routes but there is significant heterogeneity among TSP students. If TSP students coming from well-known public high schools, they tend to do well in their freshman year. Furthermore, we analyze students’ required course grades in their sophomore year, observe students’ academic performances in their sophomore year whether affected by every iii admitted process. Besides, we define “progress”, observe the factors like admitted process, senior high school background, sex, resided region whether affect students’ progress performance.