Holland職業類型對參與補救教學之高職生數學態度與學習滿意度影響之研究

Abstract

本研究之目的在探討參與補救教學高職學生之數學態度與學習滿意度，並進一步藉由Holland職業類型之觀點，探討其對數學態度與學習滿意度的影響。研究樣本以臺中市高職學校並有接受補救教學之學生為對象，從83個班級當中採立意取樣隨機方式發放數學態度、學習滿意度等問卷共計631份，回收有效問卷507份，有效回收率82.57%，進一步透過信效度分析、Pearson積差相關分析、獨立樣本t檢定、單因子變異數分析與逐步迴歸分析等驗證本研究假設。研究發現：參與補救教學高職學生的數學態度與學習滿意度有顯著相關，何倫職業類型對數學態度與學習滿意度有顯著解釋力，不同性別高職學生在數學態度與學習滿意度有顯著差異，不同就讀類群高職學生在數學態度與學習滿意度有顯著差異。

This study aimed at exploring the effect of remedial teaching on attitude toward mathematics learning and learning satisfaction of vocational high school students from the perspective of Holland professional types. The participants were students who received remedial teaching in a vocational high school in Taichung City. Purposive random sampling was adopted to select students from 83 classes. A total of 631 questionnaires regarding mathematics learning attitude and learning satisfaction were distributed to the students and 507 valid responses were collected, yielding an effective response rate of 82.57%. Subsequently, this study conducted validity and reliability analysis, Pearson product-moment correlation analysis, independent samples t test, one-way analysis of variance, and stepwise regression analysis to validate the hypotheses proposed in this study. The results revealed that mathematics learning attitude and learning satisfaction of vocational high school students had a significant correlation. The Holland professional types exhibited significant explanatory power over mathematics learning attitude and learning satisfaction.