The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students
碩士 === 國立臺灣科技大學 === 設計研究所 === 94 === This research was to explore the differences of students’ learning attitudes and learning strategies against the achievement of specialized subjects between two different entrance backgrounds. A learning attitude questionnaire and a learning strategy questionnair...
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ndltd-TW-094NTUS56190102019-05-15T19:18:15Z http://ndltd.ncl.edu.tw/handle/7w5825 The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students 不同入學背景學生學習態度及學習策略對專業科目學業成就之影響-以二年制工業設計系學生為例 Ting-Ni Fan 方婷妮 碩士 國立臺灣科技大學 設計研究所 94 This research was to explore the differences of students’ learning attitudes and learning strategies against the achievement of specialized subjects between two different entrance backgrounds. A learning attitude questionnaire and a learning strategy questionnaire were designed after the literature review of learning attitudes, learning strategies and learning achievement, and were subsequently used to understand the effect of biennial industrial design students’ entrance backgrounds on learning attitudes and learning strategies. The results were as follows: 1.There was an obvious change in the structure of biennial students’ entrance backgrounds. There were more non-design-originated students than design-originated students in Yunlin University of Science and Technology. 2.Design-originated students from two universities performed better than non-design-originated students in the specialized major course of product design under the analysis of academic achievement against entrance backgrounds. 3.In the learning attitude questionnaire, design-originated students from the Yunlin University revealed threat and pressure against the acceptance of non-design-originated students. However, design-originated students from the Ming-Chi University considered the acceptance of non-design-originated students as beneficial to the comparison of different learning performance among students. 4.In the learning strategy questionnaire, design-originated students from two universities performed better than non-design-originated students in planning and handling the schedule of learning process. After cross comparison, those with better performance in academic achievement also had high achievement motivation, which revealed positive correlation. 5.During the interview with teachers and students from both universities, those from the Yunlin University agreed that non-design-originated students studied harder than design-originated students. Those from the Ming-Chi University disagreed that non-design-originated students posed a threat or pressure to design-originated students in course performance. Chih-Hsiang Ko 柯志祥 2006 學位論文 ; thesis 153 zh-TW |
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碩士 === 國立臺灣科技大學 === 設計研究所 === 94 === This research was to explore the differences of students’ learning attitudes and learning strategies against the achievement of specialized subjects between two different entrance backgrounds. A learning attitude questionnaire and a learning strategy questionnaire were designed after the literature review of learning attitudes, learning strategies and learning achievement, and were subsequently used to understand the effect of biennial industrial design students’ entrance backgrounds on learning attitudes and learning strategies. The results were as follows:
1.There was an obvious change in the structure of biennial students’ entrance backgrounds. There were more non-design-originated students than design-originated students in Yunlin University of Science and Technology.
2.Design-originated students from two universities performed better than non-design-originated students in the specialized major course of product design under the analysis of academic achievement against entrance backgrounds.
3.In the learning attitude questionnaire, design-originated students from the Yunlin University revealed threat and pressure against the acceptance of non-design-originated students. However, design-originated students from the Ming-Chi University considered the acceptance of non-design-originated students as beneficial to the comparison of different learning performance among students.
4.In the learning strategy questionnaire, design-originated students from two universities performed better than non-design-originated students in planning and handling the schedule of learning process. After cross comparison, those with better performance in academic achievement also had high achievement motivation, which revealed positive correlation.
5.During the interview with teachers and students from both universities, those from the Yunlin University agreed that non-design-originated students studied harder than design-originated students. Those from the Ming-Chi University disagreed that non-design-originated students posed a threat or pressure to design-originated students in course performance.
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author2 |
Chih-Hsiang Ko |
author_facet |
Chih-Hsiang Ko Ting-Ni Fan 方婷妮 |
author |
Ting-Ni Fan 方婷妮 |
spellingShingle |
Ting-Ni Fan 方婷妮 The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
author_sort |
Ting-Ni Fan |
title |
The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
title_short |
The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
title_full |
The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
title_fullStr |
The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
title_full_unstemmed |
The Effect of Learning Attitude and Learning Strategy on the Achievement of Specialized Subjects among Students from Different Entrance Backgrounds: A Case Study of Biennial Industrial Design Students |
title_sort |
effect of learning attitude and learning strategy on the achievement of specialized subjects among students from different entrance backgrounds: a case study of biennial industrial design students |
publishDate |
2006 |
url |
http://ndltd.ncl.edu.tw/handle/7w5825 |
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