[[alternative]]The Study of Problem-based Teaching Strategy on the Promotion of Colleges Students’ Marketing Research Learning Performance and Interpersonal Communication Competence

博士工業教育與技術學系[[abstract]]本研究旨在探討不同教學策略對技職校院學生行銷研究學習成效及人際溝通能力提昇之研究，本研究所使用的研究工具包括：「人際溝通能力量表」、「行銷研究態度量表」、「行銷研究成就量表」、「學習滿意度量表」、及依不同教學策略所設計之兩種教材等。本研究之研究對象為南開技術學院不動產經營系兩組，共86名學生，包括實驗組43人，控制組43人。研究方法係運用準實驗設計進行研究，所得資料運用次數分析、單因子變異數分析、單因子共變數分析等統計方法進行各項研究假設的檢定。具體而言，本研究獲致以下結論： 1、 不同學生背景變項中，擔任社團幹部職務等變項，會影響行銷研究學習成就，但在學習態度方面無顯著差異。 2、 不同學生背景變項中，父親教育程度、曾參與人際溝通相關訓練活動等變項在人際溝通能力各構面評量方面具有顯著差異。 3、 不同學生背景變項中，籌劃社團活動經驗、社團幹部年資經驗等變項在學習滿意度方面具有顯著差異。 4、 不同教學策略組別的學生，在行銷研究學習成效方面具有顯著差異。實驗組學生的學習成就及個案分析報告顯著高於控制組學生，但在學習態度方面則無顯著差異。 5、 不同教學策略組別的學生，在表達清晰、跨文化溝通知覺、人際經驗等評量構面具有顯著差異，且實驗組學生在表達清晰及人際經驗評量構面顯著高於控制組學生；而在跨文化溝通知覺構面，控制組學生則顯著高於實驗組學生。 6、 在學習滿意度方面，僅在適當課業量及適當評量方面具有顯著差異，且實驗組學生的皆顯著高於控制組學生。[[abstract]]The purposes of this study were to establish the problem- based teaching strategy and material using programme of marketing research, and examine the promotion of undergraduates’ marketing research learning performance and interpersonal communication competence. The instruments of this study consisted of “interpersonal communication competence inventory”, “attitude inventory toward marketing research”, “achievement test of marketing research ”, “course experience questionnaire” and instructional materials of the variety of teaching strategy. The samples were 86 undergraduates in two groups (both groups having 43 undergraduates), and sampled from the Real Estate Department of Nan Kai College. The quasi-experimental design was applied in this study. The statistical methods such Frequency analyses, One-way MANOVA and MANCOVA were conducted to analyze the data. The major findings of this study described as follows: 1. There was significant difference in term of learning achievement on marketing research in the variety of demographic variables, such as educational level of mother and ever conducted highest duty of community, but no significant difference on learning attitude. 2. There was significant difference in term of learning performance on the dimensions of interpersonal communication competence in the variety of demographic variables with respect to father’s education level and discipline of interpersonal communication. 3. There was significant difference on the learning satisfactory level in the variety of demographic variables with respect to experience and tenure of community. 4. There was significant difference in term of learning performance after instructional experiment on marketing research between the two groups. The students in problem-based instruction group presented significantly better learning achievement and case study paper than the students in traditional instructional group, but there was no significant difference in term of the attitude toward marketing research 5. There was no significant difference in term of learning performance on the overall interpersonal communication competence after instructional experiment between two groups, but there were significant differences in terms of some measuring dimensions of interpersonal communication competence, especially in articulation, interpersonal experience and cross-culture communication perception. The experimental group presented significantly better than the traditional group in dimensions of articulation and interpersonal experience, but the traditional group was significantly better than the experimental group in dimension of cross-culture communication perception. 6. The students in the experimental group rated their learning satisfaction significantly higher than did the students in the traditional group with respect to appropriate workload scale and appropriate assessment scale