十二年國教基北區技術型高中電機電子群學生學習態度與學習困擾之研究

Abstract

本研究旨在探討十二年國教基北區技術型高中電機電子群學生專業及實習科目之學習態度與學習困擾。研究採用調查研究法，以基北區技術型高中電機電子群一、二年級學生為研究對象。所得資料以描述性統計、t檢定、單因子變異數分析、皮爾遜積差相關與多元迴歸等方法，進行統計分析，獲得以下結論： 一、十二年國教基北區技術型高中電機電子群學生在專業及實習科目具有正向的學習態度；學習困擾程度為中等以下。 二、不同學校屬性、年級、學期平均成績、不及格數及就讀地區的學生學習態度有顯著差異。以公立學校、一年級、學期平均成績較高、不及格數較少、臺北市與基隆市的學生，學習態度較佳。 三、不同年級、學期平均成績、不及格數及就讀地區的學生學習困擾有顯著差異。以二年級、學期平均成績較低、不及格數較多、新北市的學生，學習困擾較高。 四、學習態度與學習困擾呈現顯著負相關。 五、學習困擾之學校因素及個人因素對學習態度有負向的預測力；學習態度之實習興趣、學習方法及教師教學對學習困擾有預測力。 根據上述結論，提出相關建議作為學校單位、教師、家長、學生和後續研究之參考。

This study aimed to investigate learning attitude and learning disturbance for students majored in electrical and electronic engineering group towards professional subjects and practicum at technical high schools of 12-year Basic Education in Taipei-Keelung metropolitan area. Survey research was utilized in the study, freshmen and sophomores of electrical and electronic engineering group of technical high schools in Taipei-Keelung metropolitan area were the respondents. The data were analyzed by applying to sample percentage, mean, standard deviation, t-test, one way ANOVA, Pearson product-moment correlation, and multiple regression methods. The major findings of this study are as follows: 1. Overall, for professional subjects and practical class, students majored in electrical and electronic engineering group at technical high school of 12-year Basic Education in Taipei-Keelung metropolitan area tend to maintain a more positive learning attitude and learning disturbance is moderate or less. 2. The difference of the learning attitude is caused by public or private schools, grade levels, average scores in different academic semesters, failure rate, and school location. Students with better learning attitude are at public schools, freshman, with higher academic performance, less subjects to fail, and schools in Taipei City and Keelung City. 3. The difference of the learning disturbance is caused by grade levels, average scores in different academic semesters, failure rate, and school location. Students with high learning disturbance are sophomore, lower academic achievement, with more subjects to fail, and schools in New Taipei City. 4. Learning attitude and learning disturbance have significantly negative correlation. 5. Multiple regression results indicated that school-related factor and personal-related factor of learning disturbance negatively predicted learning attitude. Interest on practicum learning, learning method, and teaching of learning attitude negatively predicted learning disturbance. Based on the conclusions above, suggestions to improve the current status are delivered to schools, teachers, parents, students, and further research reference.