本研究旨在探討師範學院實施混合編班編宿學生適應的情形，並探究師院生於此 方案實驗中在課程適應、教學與學習適應及生活適應暨各科學習困擾，以及學科成績在系別 上的差異情形。此外，亦探查贊成和反對此方案的比率與理由，以及就本次研究結果與前次 研究發現加以比較分析。 本研究以自編之調查問卷對新竹師院 83 學年度入學之一年級同學進行施測。 問卷計發出 359 份，回收 313 份，回收率為 87.2 ℅。 本研究獲致下述主要發現： 一、師院生於混合編班編宿中適應情形良好，其對課程適應、教學與學習適應、生活適應等 三方面皆持正向反應，且其互動情況極為良好。 二、混合編班教學對男女及各班學生教學與學習、生活等三方面的適應均無顯著差異，但各 系師院生在課程適應及教學與學習適應則有顯著的差異。 三、在各科學習困擾程度的差異上，各班及各系的學生差異都很小。 四、在學科成績方面，各系在英文、中國通史、中國地理、普通數學、普通生物學、鍵盤樂 、美術（一）、勞作（一）科目上之差異均達顯著水準。 五、大部份（約五分之四）的師院生持贊成實施混合編班編宿或無意見的態度，僅有小部份 （約五分之一）的學生反對此方案。 六、八十二學年度與八十三學年度研究結果之比較： 1. 上次研究發現師院生在「課程適應」、 「教學與學習適應」及「生活適應」皆達顯著性 的差異，本次研究發現則僅前兩項達顯著差異。 2. 各班及各系在各科學習困擾的差異情形皆已減少。 3. 在八十三學年度，各系在各科成績達顯著差異的科目已減少。 4. 本次研究發現贊成此方案者比八十三學年度略升，而反對者則略降。

　　　　　The objectives of this research are (1) to investigate the responses of teacher's college students toward the implementation of Interdisciplinary Class Scheduling and Dormitory Arragements (ICSDA);(2)to examine differences in the students' adjustment to the curriculum, teaching/learning, and college life under ICSDA; (3) to identify differences in learning difficulties in various disciplines under ICSDA; (4)to describe differences of studnet scores by department after ICSDA treatment; and (5) to compare the findings between 1993 and 1994. This study administered the self-devised "Teachers' College Student Adjustment Questionnaire on ICSDA" to the 1994 school-year freshmen of National Hsinchu Teachers' College (NHTC). The contents of the questionnaire included (1) curriculum adjustment, (2) teaching/learning adjustment, and (3) college life adjustment. A total of 313 of 359 guestionnaires were returned, for a rate of 87.2 ℅. The findings showed that: 1. The majority of the NHTC freshmen favored the implmentation of the ICSDA. The results were positive in the three aspects of curriculum, teaching/learning and college life adjustment. Results indicated highly positive interaction among interdisciplinary students. 2.While no significant difference was found between male and female students and by class concerning curriculum adjustment and teaching/ learing adjustment, the study yielded significant differences among students from different departemts. 3.The comparison of degrees of learning difficulties of students by class and department indicated that there existed only a small difference. 4.In a comparison of students from various disciplines, the differences in scores for academic achievement in English, Chinese History, Chinese Geography, General Mathematics, General Biology, Piano, Fine Arts (Ⅰ ) and Handicrafts (Ⅰ ) reached a significant level. 5.Although a portion of the students were against the implementation of ICSDA, the majority had postive attitudes toward it. 6.A comparision of findings between 1993 and 1994 revealed: (1)While no significant difference was found concerning college life adjustment in the findings of 1994, the findings of 1993 yielded significant differences in the students' adjustment to the curriculum, teaching/learning and college life among students from different departments. (2)The degrees of differences of learning difficulties decreased. (3)In a comparison of students from various disciplines, the differences in scores for academic achievement by subjects decreased. (4)There were increased percentages for the students who had positive attitudes toward the implementation of ICSDA, while there were decreased percentages for the students who were against it.