A Study on Learning Behaviors in Professional Curriculum of Senior Students Majoring in Electrical Engineering in Vocational High Schools

• Main Authors: Yun Cheng Lin, 林允正
• Other Authors: Farn Shing Chen
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/37946014727015746184

碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 99 === The study aims to explore senior students’ learning behavior of professional curriculum in vocational high schools. Theories are developed through literature search, research structures are built referring to Ajzen’s theory of planned behavior, and a questionnaire regarding learning behavior intentions of professional Curriculum is designed as the research tool. 760 students from 12 schools are sampled, with 680 copies collected and 580 of them valid. The valid percentage is 85%. The collected data are analyzed by statistical techniques including Descriptive Statistics, Independent Sample t-test, One-way Analysis of Variance(ANOVA), Scheffé’s Method, and Pearson’s Product-moment, Correlation and Paired-Samples t Test. The following are the conclusions of the study. 1. The current professional curriculum in vocational high schools are divided into two categories: professional classes and practical training classes. 2. Students with better performances in professional Curriculum have traits as follows: going to school located in northern or southern Taiwan, studying in public schools, planning to have further study after graduation, acquiring the second level technician certificate, going to cram schools, attending the science competitions or job skill tournaments. 3. Students’ learning behavior intentions of professional Curriculum have an important influence on their learning behavior. Students have better learning behavior intentions when students regard the learning of professional Curriculum practical, able to increase competitiveness in employment and to improve performances in entrance examinations. Parents and teachers’ expecations, and resources provided by schools also can affect students’ learning behavior intentions of professional Curriculum. 4. Students have more active learning attitudes and behaviors toward professional classes while their parents expect them to have better performances in practical training classes. 5. Senior students in vocational high schools spending more time reviewing lessons are those who can make use of available resources, planning study schedules, taking notes attentively, and spending time consulting others. 6. Students have better study schedules when they have enough time, have capability of learning professional Curriculum, and when schools can provide required resources, such as learning materials, textbooks, collections of tests, and excellent teaching faculty. Finally some suggestions are provided for teachers, students, and further studies.