| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 100 === The skin care and hair dressing industry is a service industry highlighting skills and practical experience. Therefore, whomever academies and corporations train should meet the demands of the industry to increase its economic productivity.
This study is aimed at discussing the present situation of students’ learning satisfaction in rotating cooperative cosmetology education program on the case of a vocational high school. Firstly, this study conducts literature review and analysis to establish its overall study framework. Subsequently, this study designs a questionnaire, “Vocational High School Students’ Learning Satisfaction of Rotating Cooperative Cosmetology Education Program,” to serve as the study tool. It will focuses on discovering the difference among each aspect so as to understand how students with various background variables differ in their learning satisfaction of rotating cooperative cosmetology education program.
This study conducts questionnaire survey and individual interview, selecting the rotating cooperative cosmetology education program students studying in the second semester of the 100th school year as the study subject and issuing 535 questionnaire copies to them. The questionnaire copies collected are 521 in total, making the response rate of 97.3%. After eliminating invalid ones, this study obtains 503 valid copies of questionnaire, making the effective response rate of 96.5%. By conducting data analysis with SPSS or Window 19.0, this study concludes that the reliability is 0.975. The learning satisfaction is divided into six aspects: learning environment, teacher’s teaching, teaching material and the curriculum, interpersonal relationship, learning effect, and career plan and the study result is explained as follows:
I. Students of rotating cooperative cosmetology education program are generally satisfied of their overall learning (in school and in the corporation).
II. Concerning students’ learning satisfaction, the aspect of “interpersonal relationship” scores the most, while the aspect of “learning environment” scores the least.
III. Concerning the background variables of gender, family structure, and the nature of internship location, participants show no significant difference among the six aspects.
IV. Participants with different grades show significant difference in the aspect of interpersonal relationship.
V. Participants with different reasons for studying show significant difference in the aspects of learning environment, teacher’s teaching, teaching material and the curriculum, interpersonal relationship, learning effect, and career plan.
VI. Participants with different career plans show significant difference in the aspects of interpersonal relationship and career plan.
Lastly, based on the study result and conclusion, this study proposes suggestions to academies, corporations, and future studies. This study is hoping to serve as a reference for teachers working in rotating cooperative education program to improve the effect of cooperation in the future.
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