新北市電機電子群學生參加乙級技術士檢定術科訓練學習動機與學習滿意度之研究
No Thumbnail Available
Date
2020
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Abstract
本研究旨在探討新北市電機電子群學生參加電腦硬體裝修乙級技術士檢定術科訓練是否因不同的個人背景因素而對其學習動機與學習滿意度之現況有所差異，本研究採立意抽樣問卷調查法，以108學年度新北市高三資電類科參與考照學生為調查對象，總共寄發320份，回收有效樣本281份，經IBM SPSS Statistics V.23進行統計分析及處理，並將本研究分析獲得結論摘要如下：
一、研究對象取得證照後，在未來進路上選擇升學進路為主要目標。
二、在學習動機整體上以「成就動機」平均數最高，「自我效能」平均數最低。
三、在學習滿意度整體上以「教師授課」平均數最高，「學習成效」平均數最低。
四、不同學校性質、是否考取乙級證照、目前取得丙級證照數量在整體學習動機及學習滿度上有顯著差異。
五、不同性別、不同未來進路、父親母親教育程度在整體學習動機及學習滿意度上並未有顯著差異。
六、參與考照的學生學習動機愈高，學習滿意度愈好，呈現正相關。
七、參與考照的學生學習動機變項對於學習滿意度能有效預測作用。
最後根據研究結果與結論，分別對技能檢定單位、教育單位、學校教師及後續研究者提供若干建議及方向，俾供參考。
The study aims to investigate if the differences in learning motivation and learning satisfaction of students who participated in the training of Level B technician for computer hardware fabrication will be different by various factors of personal background. The study gave out 320 questionnaires in total for students of Electronic Information, New Taipei City by the method of purposive sampling. Afterward, the results using IBM SPSS Statistics 23 to analyze and deal with the collected 281 effective questionnaires are listed below. 1. Research subjects chose to go further study as their main goal in the future after getting the license. 2. On learning motivation, the highest average is on “achievement motivation”, while the lowest average is on” self-efficacy”. 3. On learning satisfaction, the highest average is on “instructors’ courses”, while the lowest average is on “learning effectiveness”. 4. On learning motivation and learning satisfaction, there are significant differences in the dimensions of different kinds of schools, taking the training, getting the licenses of Level B and C. 5. On learning motivation and learning satisfaction, there are no significant differences in the dimensions of different genders, different career plans in the future, and their parents’ education levels. 6. The result is positively correlated with that the higher learning motivation students have, the better learning satisfaction they will get. 7. The study suggests that the variable to students’ learning motivation can forecast learning satisfaction effectively. Finally, according to the above discoveries and conclusion, some suggestions are presented and given to a reference for the administration of the skill test, educational authorities, school teachers, and future researchers.
The study aims to investigate if the differences in learning motivation and learning satisfaction of students who participated in the training of Level B technician for computer hardware fabrication will be different by various factors of personal background. The study gave out 320 questionnaires in total for students of Electronic Information, New Taipei City by the method of purposive sampling. Afterward, the results using IBM SPSS Statistics 23 to analyze and deal with the collected 281 effective questionnaires are listed below. 1. Research subjects chose to go further study as their main goal in the future after getting the license. 2. On learning motivation, the highest average is on “achievement motivation”, while the lowest average is on” self-efficacy”. 3. On learning satisfaction, the highest average is on “instructors’ courses”, while the lowest average is on “learning effectiveness”. 4. On learning motivation and learning satisfaction, there are significant differences in the dimensions of different kinds of schools, taking the training, getting the licenses of Level B and C. 5. On learning motivation and learning satisfaction, there are no significant differences in the dimensions of different genders, different career plans in the future, and their parents’ education levels. 6. The result is positively correlated with that the higher learning motivation students have, the better learning satisfaction they will get. 7. The study suggests that the variable to students’ learning motivation can forecast learning satisfaction effectively. Finally, according to the above discoveries and conclusion, some suggestions are presented and given to a reference for the administration of the skill test, educational authorities, school teachers, and future researchers.
Description
Keywords
技能檢定, 學習動機, 學習滿意度, Skill Test, Learning Motivation, Learning Satisfaction