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A Study on the Learning Achievement of Vocational High School Students Taking Electrinics Integrated with Conceptual Knowledge of Nanotechnology
Faced with fierce competition pressured by growing globalization, the developed countries are scrambling to pour resources into developing new technologies. In an era characterized by rapid technological innovation, nanotechnology has become the most important field of research in the 21th century. Therefore this paper examines such issues as how the vocational high school subjects are integrated with concepts pertaining to technological advances, how a student’s self-efficacy affects his/her academic performance, and whether a student’s academic achievement and learning environment affect his/her academic performance. The research project was conducted on vocational high school students from the department of electrical engineering and electronics, with a total of 145 statistically valid samples collected. Using the literatureanalysis and survey research methods, this study scrutinizes through quantitative analysis on the results of the self-efficiency questionnaire as well as the KAP scale of nanotechnology concept knowledge. And the major findings are as follows: 1. Since the assessment of students with low level of self- efficacy does not fully reflect their academic performance, it is difficult to determine whether or not they have obtained nanotechnology-related concepts and knowledge as expected. 2. The students with high learning achievement generally reported high practice for learning nanotechnologies. 3. Those with higher level of self- efficacy have generally achieved higher , while those with low self- efficacy have obtained more nanotechnology-related concepts and knowledge. 4. The higher level of learning achievement a student reaches, the better learning environment he/she reports. The higher level of academic achievement a student reaches, the better performance of practice he/she for learning nanotechnology. 5. The absorption of knowledge affects a student’s learning attitude. The better a student absorbs the knowledge, the better learning attitude he/she reports. 6. The level of attitude affects a student’s practice: The better attitude a student has, the better practice he/she reports. Through analysis, inductive reasoning and discussions, this study suggests that more studies are needed to examine the difference and/or relation among self- efficacy, academic achievement, learning environment or any other variable in a student’s concepts, knowledge, learning attitude and practice for learning nanotechnology. It can also be approached for researchers to include the discussions of a student’s learning style, learning efficiency, personal distinctive qualities, or to construct on students from different levels, in order to create appropriate teaching models for all students who receive nanotechnology lessons.
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