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建教合作學生就讀因素、學習滿意度與學習成就之關係 - 以一所私立高級職業學校為例
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| 作者 |
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韓美齡 |
| 學校系所 |
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國立東華大學教育研究所 |
| 地點 |
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全臺 全部
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| 研究內容 |
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0
[ 摘要 ]
本研究旨在探討建教合作學生就讀因素、學習滿意度與學習成就之關係。本研究學
生就讀因素及學習滿意度採調查問卷方式，問卷內容包含「學生基本背景」、「就讀
因素及學習滿意度量表」，並搜集學生九十四學年度第二學期理論專業科目及實習
科目客觀實得之平均分數為學習成就之指標。研究對象係某私立職業學校汽車科、
資訊科及美容科建教合作學生，採全部抽樣為原則，共獲得有效問卷392份。研究
結果顯示：(1)學生就讀因素以「自我期望」因素最高，和「自我興趣」、「家庭經濟」
因素則為學生就讀的另外兩個主要因素。而整體學習滿意度屬尚可程度，以「人際
關係」層面最高；「待遇福利」層面最低。學生學習成就資訊科高於美容科及汽車
科學生、一般生大於原住民學生。(2)學生就讀因素中除「不逃避失敗」因素與學習
滿意度呈負相關外，其餘皆呈正相關。(3)學生就讀因素係「個人外在及環境」與「自
我效能」因素與學習成就呈負相關；而「不逃避失敗」因素與學習成就呈正相關且
對其有預測力。(4)學生「實習環境」與「學校行政」滿意度與學習成就呈負相關，
且「學校行政」、「教育訓練」滿意度對其有預測力。又將全部學生分為低、中、高
三組，其中低滿意度組的學生其學習成就較高滿意度組的學生。研究結論：本研究
根據上述結果提出相關建議：(1)建教合作學校未來可專注於幫助學生轉化外在的就
讀因素(如個人外在及環境)，增強積極正面的內在就讀因素(如自我興趣及自我期
望)，並消弱學生逃避失敗的就讀因素，以有效提昇學生學習成就。(2)學校及合作廠
商對學生「教育訓練」成果待加強，尚有部分學生未參加訓練課程(包含職前訓練及
在職訓練)，且部分科別的學生參加教育訓練的成效並不顯著，訓練課程內容仍有待
加強，以落實教育訓練鵠的。(3)學校應以培養優秀技能人才為宗旨，更加重視學生
學習的心態，因大部分學生家庭背景結構屬較低層，在家庭經濟的需求下，部分學
生在學習過程中較偏重賺錢，其滿意度受學校安排的合作建教廠商及其實習環境的
影響，而忽略了學習的核心價值，造成與其他學生的學習成就相較為低落。
[ 英文摘要 ]
The purpose of the study was to understand the relationship between students’ reasons of attending Cooperative Educational Program as well as their learning satisfaction, and how the two variables were related to students’ academic achievement. Three types of questionnaires were used to collect data: “background information” sheet, “studying reasons” scale, and “learning satisfaction” scale. Students’ GPA scores in the spring of 2005 were also collected as an indicator of academic achievement. Participants were 392 cooperative educational students from three departments (departments of Automobile, Computer Science, and Cosmetology) of a private vocational high school in East Taiwan. Results showed that: (1) The most important studying reason to attended Cooperative Educational Program was “self-expectation”, followed by “self-interest” and “familial economic factor”. The average learning satisfaction level for participants was medium. Students were most satisfied with the “interpersonal relationship” factor, but the least satisfied with the “payment and welfare” factor. The Han students had higer GPA than did aboriginal students. (2) All studying reasons were positively correlated with learning satisfaction except for “not escape from failure” factor, which was negatively correlated with learning satisfaction. Studying reasons of “external/environmental factor” as well as “self-efficacy” were negatively correlated with academic achievement whereas “not escape from failure” was positively correlated with academic achievement. (3) The results of multiple regression indicated that students’ learning satisfaction on “school administration” and “educational training” could significantly predicted their academic achievement. Detail analysis showed that the low satisfaction group had higher GPAs than those of high satisfaction group. Suggectsions from this study were: (1) Schools should make efforts to remove cooperative educational students’ external/environmental studying barriers, while at the same time to improve internal positive studying reasons (e.g., self-interest, self-expectation) and to reduce negative studying reasons（e.g., escape from failure). (2) The effectiveness of cooerpative educational training programs should be improved. Especially, the program should not automatically let all students participate in training programs because some students did not benefit from the training programs. (3) Some cooperative students who came from low-income families focused their learning more on making money, less on learning itself. Thus, schools should pay more attention on cultivating excellency for students when designing learning goals. Otherwise, students would make the goals in earning money, which might be the main factor that contributed to students’ low academic achievement.
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