本文以「探究教學知覺影響因素中之學生個人因素」之面向出發，選定學生背景變項、學習興趣、學習倫理、自我概念、學習投入行為五項為主要研究變項，解析其對學生教學知覺評量分數的影響。採教務處「學知評量小組」研發之問卷依學制、學群、系別分層級群隨機抽樣並施測，共得有效問卷445份。本研究發現，在學生背景變項方面，不同學院別的學生在填答「學生學習知覺評量」時有顯著差異；而學生的課程學習興趣、學習倫理及課程投入行為則皆為影響「學生學習知覺評量」重要因素，其中，由以學習興趣具最大之影響力。

This research is aimed at probing into the elements of students which can effect students’perception for teaching. Among them, students’“basic background, learning interest, learning ethics, self concept and learning engagement”are five independent variables we chose to analyze their effects upon students perception measurement for teaching. This research used the stratified cluster random sampling method, and collect 445 effective questionnaires which developed by the research group of Office of academic affairs in Hsing-Wu College. Findings of this research: (1) There is a significant different between students from different colleges. (2) Students’learning interest, learning ethics and learning engagement have significant impacts on student’s perception of learning.