隨著時代科技飛快的進步，單一學科專業已然不足以應付這個時代，導致跨領域學程在近幾年慢慢受到大量的關注，慢慢的在跨領域學程的辦理、學習辦法也在做調整，符合當代所需，故本研究欲探討跨領域學程的學習成效。
本研究旨在探討大學生跨領域學程的學習成效分析與比較，從大學生的各個面向，其中包含性別、申請跨領域學程的年級別、人口區域城鄉差距、第一代大學生、申請學院別、家庭主要收入來源、入學管道和雙主修、輔系、學分學程、第二專長、教育學程等跨領域學程類別的差異，與申請後是否取得等在學習成果上的分析比較，探討出影響這些面向在跨領域選讀與學習成效之間的關聯性。
研究對象以中央大學97學年度至105學年度大學生共13686名為研究對象，針對這些學生在各學期的學習表現排名與前面敘述之面向來做比較探討。
結果發現，申請跨領域學程學生在學習成效上比沒有申請跨領域學程的學生在學習表現上，退步的比率明顯下降，雖然有些特定族群，例如：第一代大學生是否有差別、弱勢學生、人口區域、城鄉差距等，這些差距不顯著，但仍為值得持續關心的族群與議題。

With the rapid advancement of science and technology in the era, the single-disciplinary major is no longer enough to cope with this era, which has led to a lot of attention in the field of interdisciplinary courses in recent years, and the methods of studying and learning in cross-disciplinary courses are also being done. Adjustments are in line with contemporary needs, so this study is intended to explore the learning outcomes of cross-disciplinary courses.
This study aims to analyze the comparison and comparison of the learning outcomes of college students' cross-disciplinary courses, from the various aspects of college students, including gender, the level of application for cross-disciplinary courses, the urban-rural gap in population areas, the first generation of college students, the application for colleges, The main source of income, the entrance to the school, and the differences in cross-disciplinary courses such as double majors, assistants, credits, second majors, and educational programs, and analysis and comparison of learning outcomes after application. Affect the relevance of these orientations in cross-disciplinary reading and learning outcomes.
The research subjects were studied by 13686 students from the Central University from the 97th to the 105th academic year. The rankings of the students' performance in each semester were compared with those of the previous narrative.
The results showed that the rate of regression in the study performance of students applying for cross-disciplinary courses was significantly lower than that of students who did not apply for cross-disciplinary courses, although some specific ethnic groups, such as: the first generation of college students have differences, vulnerable students These areas are not significant, but they are still ethnic groups and issues that deserve constant attention.

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