本研究採準實驗設計的方式,以某大學在職碩士學位學程學生為對象,針 對個案教學法所帶來的教學效益進行探討。首先以同所大學修習相同課程的兩 班在職研究生進行實驗,探討接受個案式教學法與傳統式的講授式教學法的學 員,是否在學習滿意度與學習成效上會有差異。其次則再納入另一所同性質大 學的在職研究生,接受同樣的個案教學法,探討不同學員職業組合多元程度的 學習成效是否有所差異。教學成效的評量方式,則是以 Q 方法選取 ETA 職能 模型中的核心管理子職能中所選取的 40 個關鍵行為。研究結果證實:接受個案 教學法的學員,其學習滿意度與學習成效均高於接受傳統式講授法的學員。接 受個案教學法的學員中,其職業組成相對多元者的學習成效會高於多元程度較 低者。本研究結果將學習成效拓展至實務上的職能行為,應可強化個案教學在 商管教育上的應用支持。

This research adopts a quasi-experimental design to explore the effectiveness of the case-study teaching method targeted at a university’s on-the-job master’s degree program students. The experiment involved students from two classes taking the same course in a university taught by the case-study method and lecture teaching method, respectively. The difference in learning satisfaction and effectiveness between the students exposed to the two different methods was examined. In addition, to explore the effect of different professional backgrounds on learning, another group of on-thejob graduate students from a second university was taught by the same case-study teaching method. The research results confirm that the case-study teaching method's learning satisfaction and learning effectiveness are higher than that of the lecture teaching method. The results also show that the more diverse the professional background, the more positive the learning effect. The findings of this study are expected to offer insight into the analysis of the effectiveness of functions of behavior in practice, which may strengthen the application support of the case-study teaching method in business management education.

個案式教學法、準實驗設計法、學習成效、學習滿意度

case-study teaching method, quasi-experiment design, learning, effectiveness, learning satisfaction.