Multiple Entrance Program and Students' Learning Outcome in College

[[abstract]]為了順應世界潮流，教育部在民國91年實施多元入學方案，聯考成績不再是入學的唯一標準，學生可以自由選擇適合自已的入學方式，而學生藉由不同入學管道入學後的學習成效是值得探討的議題。本研究以國立暨南國際大學九十七、九十八學年度大一學生為主要研究對象，探討多元入學方案在控制家庭背景下學習成效的差異，針對不同入學管道以最小平方估計法、Z-SCORE、probit模型進行迴歸分析。研究發現推甄生入學後的學習表現較一般生佳，且人文學院估計結果最為顯著，同時發現女生的學習成效較男生優秀，而在控制家庭背景下，結果顯示父親教育程度對學生入學後的學習有顯著的負效果。[[abstract]]In order to follow the world trend, Multiple Entrance Program was implemented around 2002. There are two main channels for high school graduated students to enter colleges: one is recommendation which is based on SAT, and the other is College Entrance Test. Thereafter, students can choose the best way which is suitable for themself to attend colleges. The goal of this paper is discussing whether there is the difference in learning outcomes of freshmen between the two channels by controlling family various. The model we proceed are the ordinary least squares, Z-SCORE and probit. Results of the empirical analyses show that the learning outcomes of students who enter the college by recommendation are better. The effect of school of humanities is particularly significant. Furthermore, this study finds that girls outperform boys. Surprisingly, father’s education has negative impact on children’s education.[[note]]碩