我國高級職業學校電機科學生學習態度之研究

Abstract

本研究旨在探討我國（不含離島）公私立職業學校或高中附設職業類科學校，就讀日間部電機科學生學習態度及其相關因素研究。為達研究目的，首先蒐集國內外相關研究結果，以文獻探討建立理論基礎，進而以自編「我國高級職業學校電機科學生學習態度調查問卷」為研究工具，繼而應用次數分配、百分比、平均數、標準差、單一樣本ｔ考驗、獨立樣本ｔ考驗、單因子變異數分析，等統計方法分析結果，藉以達成研究之目標。 本研究採問卷調查研究法，以教育部技職司民國92年所列之全國（不含離島）公私立職業學校或高中附設職業類科學校，就讀日間部電機科學生為對象，進行抽樣調查，藉以瞭解學生學習態度之現況。經分析探討獲得下列結論： 一、公私立職業學校日間部電機科學生，均具有正向學習態度。 二、在個人因素方面，公私立職業學校日間部電機科學生學習態度因 就讀年級、國中畢業時是否對電機科有所了解、國中畢業時是否 曾有老師對電機科簡介、每週平均複習課業時間長短以及對於畢 業後期望不同而有差異。 三、在家庭因素方面，公私立職業學校日間部電機科學生學習態度因 父親教養方式、父母對其畢業後進路期望不同而有所差異。 四、在學校因素方面，公私立職業學校日間部電機科學生學習態度因 學校公私立別、學校設施器材是否完善、是否喜歡老師教學方法 及老師對其畢業後進路期望不同而有所差異。The purpose of this study was to explore the relation between the learning attitude of students in electrical department of vocational high schools in Taiwan and other relevant factors. In the research procedures, first of all, literature review was conducted and then self-made questionnaire was administered as a research tool. As for the statistical method, frequency distribution and percentages, mean score, standard deviation, t-test, independent t test, one-way ANOVA were carried out. Students who live in Taiwan(excluding remote islets) and enroll in electrical department of vocational high schools were selected as the objects. The sampling survey was designed to know students’ learning attitude. The findings of this study are as follows: I.The students in electricaldepartment of vocational high schools had positive learning attitude II.Regarding personal factors, there was a significant difference in learning attitude in the following variables, students’ grade in what, whether or not they finished reading the guide books before entering vocational high schools, whether or not the junior high schools teachers involved, whether or not they spent much time studying, and their different expectations of the future III.As for family factors, a significant difference was found in the following variables, the way they are brought up by their fathers, the different job prospects between students and their parents IV.School factors, a significant difference was found in the following variables, good and enough facilities, teachers’ teaching style, and teachers’ expectations toward their students.