Vocational Students’ Satisfaction with Learning after the Transformation from Agricultural Machinery to Bio-Industry Mechatronics Program

• Main Authors: Yu-Cheng Lee, 李育成
• Other Authors: Chih-Feng Chuang
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/07945364378637233492

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 93 === The purpose of this study was to investigate vocational students’ satisfaction with learning after the transformation from Agricultural Machinery Program (AMP) to Bio-Industrial Mechatronics Program (BIMP). A series of preparatory work, such as literature review, document collection, framework configuration, and tool development had been conducted prior to formal survey. The Likert five-point scale ranked from very satisfied to very unsatisfied was used in the questionnaire. A total of ten experts and educators were invited to scrutinize the inquiry questions. After previous item analysis, factor categorization and reliability testing, the questionnaire was proved reliable and valid. Responses to single-choice, semi-restricted and open-ended questions were gathered from the population of 271 BIMP students enrolled in eight vocational schools in Taiwan. With a valid return rate of 96%, the 260 questionnaires were analyzed using descriptive statistics including frequency distribution, measures of central tendency, dispersion measures, etc. Some of the key findings are as follows: 1.Students’ satisfaction with learning after the program transformation is between “somewhat satisfied” and “neutral”. 2.The seven aspects perceived by students as satisfied in descendent order are: teaching quality, teacher qualification, technical certification coaching, curriculum, learning outcomes, specialized equipment, and placement guidance. 3.Gender, location of school, future plan, family financial status, parent education level, and parent occupation appear to have significant differences in terms of satisfaction with learning. The four influencing factors are teacher qualification, teaching quality, placement guidance, and specialized equipment. 4.In reaction to open-ended questions, BIMP students reveal worries that their learning might be too much in breadth instead of in depth. However, they agree that the program transformation may empower their competitivity. They also urged education authorities to: (a) upgrade school facilities, (b) increase Bio-industry Mechatronics curriculum, (c) recruit more specialized teachers, and (d) set up more technical certification opportunities