A Study of Learning Satisfaction, Learning Attitude, and Learning Achievement of Industrial Vocational Senior High School Students in the Pragmatic Skill Program

• Main Authors: Wen-Hsin Hsieh, 謝文欣
• Other Authors: Jeng Yoau-Chau
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/39698462321243395384

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === This study aimed to investigate the learning satisfaction, learning attitude, and learning achievement of industrial vocational senior high school students in the Pragmatic Skill Program. Document analysis approach and questionnaire survey were used in this study. The formal version of the learning satisfaction questionnaire and the learning attitude questionnaire were formed by modifying the previous versions used in the pilot study. The participants, selected by means of random sampling, were the students studying in the Pragmatic Skill Program of Industrial Categories. A total of 1,032 copies of the questionnaires were returned, with an 86% of valid response rate. The responded copies were keyed in and numbered, and were analyzed by descriptive statistics, t-tests, ANOVA, Scheffés post hoc tests, and Pearson product-moment correlation tests to reveal the differences of the results and the correlations between the variables. According to the results of this study, the conclusions are as follows: 1.The average degree of students’ learning satisfaction was between ‘satisfied’ to ‘fair.’ Significance was shown on students’ gender, day/night school, location of school. 2.The average degree of students’ learning attitude was between ‘satisfied’ to ‘fair.’ Significance was shown on day/night school and location of school. 3.The average score of learning achievement of the majority of the students was between ‘A’ to ‘B.’ Significance was shown on students’ gender, grade, background of studying in the Pragmatic Skill Program in Junior High School, and location of school. 4.The correlation between the average degree of students’ learning satisfaction and that of learning attitude was highly positive. 5.The correlation between the average degree of students’ learning satisfaction and the average score of learning achievement was less positive. 6.The correlation between the average degree of students’ learning attitude and the average score of learning achievement was less positive. In the hope of establishing better pragmatic education, suggestions were provided based on the above findings.