臺北市綜合高中學生學習態度與學習困擾之研究

Abstract

中文摘要

本研究旨在瞭解臺北市辦理綜合高中學校二、三年級學生的學習態度與學習困擾之情形，並探討影響綜合高中學生學習態度與學習困擾之相關因素，歸納研究發現，提出具體建議，俾供綜合高中辦理學校及主管教育行政機關參考。首先探討相關文獻，作為研究的理論基礎，進而以『問卷調查』蒐集資料，研究對象為十九所辦理綜合高中學校所招收之二、三年級學生；將調查所獲得資料，採用次數分配、百分比、平均數、標準差、單因子變異數分析及獨立樣本ｔ考驗等統計方法進行分析。 根據統計分析結果，獲得結論如下： 一、綜合高中學生具有正向的學習態度。 二、男學生比女學生更滿意於學校教師的教學態度與對學生的關懷；女學生則認為同學才是協助與解決學習困難的好夥伴。 三、就讀自然學程的學生比就讀商業學程學生及社會學程學生更滿意於學校教師的教學態度與對學生的關懷。 四、不同學業成績之學生的整體學習態度方面，在對學校教師的態度及對自我的態度有所差異。其學業成績越高，學習態度有越好的傾向。 五、綜合高中學生在個人因素方面，造成較高的學習困擾；而在家庭因素方面的學習困擾較低。 六、綜合高中男學生比女學生認為家庭因素造成較高的學習困擾。 七、綜合高中二年級學生比三年級學生認為個人因素造成較高的學習困擾。 八、不同學業成績之學生，在整體的學習困擾有所差異。其學業成績越低，學習困擾有越高的傾向。 九、綜合高中學生整體學習困擾對整體學習態度呈現負相關。Abstract

The purpose of this study was to understand the learning attitudes and disturbances of the students in the second and third grades in comprehensive high schools in Taipei City and to explore the factors that affected learning attitudes and disturbances. The findings were provided for comprehensive senior high schools and the competent educational authority with concrete suggestions. To begin, the study reviewed the relevant documents as the theoretical basis and then collected information through “questionnaires.” The target of the study was the second and third graders at the nineteen comprehensive high schools. The data from the questionnaires were analyzed by frequency distribution, percentage, average, standard deviation, one way ANOVA and independent sample t- test, etc. The research conclusions were as followings: 1. Students at comprehensive high school had positive learning attitudes. 2. Boy students were more satisfied with teachers’ teaching attitude, loving care and attention than girl students were；however, girl students thought that classmates were good partners to assist and solved learning disturbances. 3. Students of scientific program were more satisfied with teachers’ teaching attitude, loving care and attention than those of commercial and social programs. 4. Students with different academic grades had different attitudes towards the whole learning, the teachers, and the students themselves. The higher grades the students get, the better attitudes the students had. 5. For students at comprehensive high schools, personal factors caused higher learning disturbances；however, family factors caused lower learning disturbances. 6. Boy students at comprehensive high schools thought that family factors caused higher learning disturbances than girl students did. 7. Second graders at comprehensive high schools thought that personal factors caused higher learning disturbances than third graders did. 8. Students with different academic grades showed differences in overall learning disturbances. Those with lower grades had more disturbances. 9. “Overall learning disturbances”of students at comprehensive high school had negative relationship with “overall learning attitudes.”