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A Study on the Relations between Vocational High School Teacher’s Technician Certificate Acquisition and Student’s Learning Effect in the Practice Curriculum—on the case of Lathe Works Practice Class
Cheng Fu Hsing
Mechanical Engineering department in vocational high school
This study was aimed discussing the correlation between Mechanical Engineering teachers’ technician certificate acquisition in public vocational high school and their students’ learning effect in practice classes. It selected students of Lathe Works Practice class as the study subject and issued 1,200 copies of questionnaire in the manner of stratified cluster sampling to 14 public vocational high schools throughout the island. There were 982 valid copies in total, making the valid response rate of 81.8%. The data collected from the questionnaire survey was processed with descriptive statistics, independent samples T-test, and one way ANOVA to verify the questionnaire and study hypothesis. The study results are analyzed as follows: I. As for the interviewees (including both teachers with and without technician certificates), the students of teachers with technician certificates perform better in study on lathe works practice class than those of teachers without technician certificates. II. Regarding the relations between teachers with/without technician certificates and their students’ learning effect on lathe works practice class, there is no significant difference in terms of teachers’ “age,” “educational background,” “teacher education institute,” “years of teaching experience,” “title of position,” “region of school,” and “the responsibility of coaching players of skill competition.”
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