基北區電機科學生學習行為、學習滿意度對工業配線技能檢定通過率影響之研究
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2018
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本研究旨在探討基北地區技術型高中電機科學生學習行為、學習滿意度與工業配線技能檢定通過情形，並探究基北地區電機科學生學習行為、學習滿意度與工業配線技能檢定通過情形是否因個人背景因素差異而有所不同，並且更進一步探討學生學習行為、學習滿意度與工業配線技能檢定通過情形間是否有關聯性。
本研究採取分層隨機取樣的抽樣方式，以106學年度基北地區高三電機科學生為問卷發放對象，總共發放問卷468份，回收有效問卷447份。所得資料以描述性統計分析、單因子變異數分析、卡方分析及邏輯斯迴歸分析進行資料分析。
經由資料分析結果，本研究獲得主要結論如下：一、基北地區電機科學生學習行為為正向行為，其中以「學習態度」的積極程度最高，「學習動機」的積極程度最低；二、基北地區電機科學生學習滿意度為中上滿意程度，其中以「課程規劃」的滿意程度最高，「環境與設備」的滿意程度最低；三、基北地區電機科學生學習行為、學習滿意度及工業配線技能檢定通過率會因「就讀學校所在地區」、「未來考取證照意願」不同而有所差異；四、基北地區電機科學生學習行為越積極，其工業配線技能檢定通過情形表現越佳，且學習態度為主要影響之關鍵；五、基北地區電機科學生學習滿意度越高，其工業配線技能檢定通過情形表現越佳。
最後針對研究發現與結綸，分別就教育主管機關、學校、技能檢定主管機關、教師及後續研究者提出建議事，俾供參考。
關鍵字：學習行為、學習滿意度、工業配線、技能檢定
The study aims to discuss the relationship among learning behaviors, learning satisfaction and the pass rate of industrial wiring skill test for students in Electrical Engineering and Electronic Engineering Group of Vocational High Schools in Taipei-Keelung metropolitan area. Researcher also analyzes the outcomes on the variables of personal background. Furthermore, the study investigates the correlations among learning behaviors, learning satisfaction, and the pass rate of industrial wiring skill test. This study adopted stratified random sampling method. The subjects were the third grade students from Department of Electrical Engineering for public Vocational High Schools of Taipei-Keelung metropolitan area in 2017 academic year. Then, the data was collected by questionnaire survey, with 468 copies distributed and collected 447 effective questionnaires. The acquired data was analyzed with description statistic, one-way analysis of variance, chi-square test, and logistic regression analysis. According to the analytical result, the main conclusions are as follow: 1. Learning behaviors are positive with the highest aggressiveness in learning attitude and the lowest in learning motivation. 2. Learning satisfaction is above average with the highest satisfaction in curriculum planning and the lowest in environment and facility. 3. Learning behaviors, learning satisfaction and the pass rate of industrial wiring skill test differs with different school locations and intention to obtain licenses. 4. The more aggressive of learning behavior, the better outcomes of industrial wiring skill evaluation, and learning attitude are main influencing factors. 5. The higher learning satisfaction has the better pass rate of industrial wiring skill test. Finally, according to the above discoveries and conclusions, some suggestions are presented, serving as a reference to administration of the school, Vocational High Schools, administration of the skill test, teachers and the future research. Key Words: learning behavior, learning satisfaction, industrial wiring, skill evaluation
The study aims to discuss the relationship among learning behaviors, learning satisfaction and the pass rate of industrial wiring skill test for students in Electrical Engineering and Electronic Engineering Group of Vocational High Schools in Taipei-Keelung metropolitan area. Researcher also analyzes the outcomes on the variables of personal background. Furthermore, the study investigates the correlations among learning behaviors, learning satisfaction, and the pass rate of industrial wiring skill test. This study adopted stratified random sampling method. The subjects were the third grade students from Department of Electrical Engineering for public Vocational High Schools of Taipei-Keelung metropolitan area in 2017 academic year. Then, the data was collected by questionnaire survey, with 468 copies distributed and collected 447 effective questionnaires. The acquired data was analyzed with description statistic, one-way analysis of variance, chi-square test, and logistic regression analysis. According to the analytical result, the main conclusions are as follow: 1. Learning behaviors are positive with the highest aggressiveness in learning attitude and the lowest in learning motivation. 2. Learning satisfaction is above average with the highest satisfaction in curriculum planning and the lowest in environment and facility. 3. Learning behaviors, learning satisfaction and the pass rate of industrial wiring skill test differs with different school locations and intention to obtain licenses. 4. The more aggressive of learning behavior, the better outcomes of industrial wiring skill evaluation, and learning attitude are main influencing factors. 5. The higher learning satisfaction has the better pass rate of industrial wiring skill test. Finally, according to the above discoveries and conclusions, some suggestions are presented, serving as a reference to administration of the school, Vocational High Schools, administration of the skill test, teachers and the future research. Key Words: learning behavior, learning satisfaction, industrial wiring, skill evaluation
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學習行為, 學習滿意度, 工業配線, 技能檢定, learning behavior, learning satisfaction, industrial wiring, skill evaluation