臺北市公立高職多元入學學生學習困擾之研究
Abstract
本研究主要目的在探討臺北市公立高職多元入學學生，不同的個人背景變項在學習困擾的差異情形。為達研究目的，首先探討有關文獻，進而以自編問卷施測，進行資料的分析與為結論依據。依據研究目的，本研究以文獻分析法了解學習困擾之理論及相關研究，再輔以問卷調查法探究多元入學之高職學生學習困擾差異。本研究對象係臺北市公立日間部高職一年級學生。問卷調查對象為臺北市7所實施多元入學職校學生，有效樣本共計有668份。蒐集所得資料採用次數分配表、平均數、標準差、t考驗、單因子變異數分析、雪費事後比較等推論統計方法。經過統計分析結果，獲得下列結論：
一、整體言之，臺北市公立高職多元入學學生具有中等程度之學習困擾。
二、臺北市公立高職多元入學學生之學習困擾會因不同智育平均成績有所差異，但不因性別、就讀類科、入學方式而有所差異。
三、臺北市公立高職多元入學學生之學習困擾，以女性、就讀工業類科學生、免試入學之學生、智育成績平均未滿60分的學生，具有較高的學習困擾。
四、學生最感困擾的前五項學習困擾，依序為：1. 對於未來的升學考試，我充滿信心；2. 我在班上的學業成績排名很好；3.我不覺得父母對我成績好壞的重視是一種壓力；4. 我覺得班上的讀書風氣很好；5. 我覺得班上同學對於學習是積極的。
The purpose of this research was to explore the students’ learning difficulties in Taipei Municipal Senior Vocational School within Multi-Variant Entrance System. The related references were reviewed and the questionnaire edited by the researcher was conducted. The researcher applied documentary analysis to understand the theory and related researches of learning difficulties. The questionnaire survey was used to understand students’ learning difficulties in Taipei Municipal Senior Vocational School within Multi-Variant Entrance System. The object of this research was the first grader within seven Taipei municipal senior vocational school of multi-variant entrance system. The numbers of effective samples were 668. The data was conducted by inductive statistics including frequencies tables, average, standard deviation, t-test, One-way ANOVA, Scheffe method. The results of the data-analysis and conclusion were as follows: 1. In general, the students’ learning difficulty level in Taipei municipal senior vocational school within multi-variant entrance system is medium. 2. The students’ learning difficulty in Taipei municipal senior vocational school within multi-variant entrance system has differences among the average of intelligent performance. However, there is no significant difference of the learning difficulties in different genders, majors, and entrance systems. 3. Based on the students’ learning difficulty in Taipei municipal senior vocational school within multi-variant entrance system, more learning difficulties were found among the female students, majoring in industry students, the students within open admission, the student’s average of intelligent performance lower than sixty. 4. The five main factors of learning difficulties were: (1) I am competent for my entrance exams; (2) My school performance is in the top of class rank; (3) My parents’ emphasis on excellent grade is no pressure on me; (4) I feel the study environment is great in my class; (5) I feel the leaning attitude of our classmates is positive.
The purpose of this research was to explore the students’ learning difficulties in Taipei Municipal Senior Vocational School within Multi-Variant Entrance System. The related references were reviewed and the questionnaire edited by the researcher was conducted. The researcher applied documentary analysis to understand the theory and related researches of learning difficulties. The questionnaire survey was used to understand students’ learning difficulties in Taipei Municipal Senior Vocational School within Multi-Variant Entrance System. The object of this research was the first grader within seven Taipei municipal senior vocational school of multi-variant entrance system. The numbers of effective samples were 668. The data was conducted by inductive statistics including frequencies tables, average, standard deviation, t-test, One-way ANOVA, Scheffe method. The results of the data-analysis and conclusion were as follows: 1. In general, the students’ learning difficulty level in Taipei municipal senior vocational school within multi-variant entrance system is medium. 2. The students’ learning difficulty in Taipei municipal senior vocational school within multi-variant entrance system has differences among the average of intelligent performance. However, there is no significant difference of the learning difficulties in different genders, majors, and entrance systems. 3. Based on the students’ learning difficulty in Taipei municipal senior vocational school within multi-variant entrance system, more learning difficulties were found among the female students, majoring in industry students, the students within open admission, the student’s average of intelligent performance lower than sixty. 4. The five main factors of learning difficulties were: (1) I am competent for my entrance exams; (2) My school performance is in the top of class rank; (3) My parents’ emphasis on excellent grade is no pressure on me; (4) I feel the study environment is great in my class; (5) I feel the leaning attitude of our classmates is positive.
Description
Keywords
高職, 多元入學, 學習困擾, Vocational school, Multi-variant entrance system, Difficulties learning