| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 103 === The aim of this study was to investigate the current status and differences in different backgrounds variances for vocational high school Electrical Engineering Department students' learning motivation, learning satisfaction, and learning effectiveness on their professional curriculum. Moreover, this study analyzed the correlation among learning motivation, learning satisfaction, and learning effectiveness.
This study adopted a survey questionnaire and stratified random sampling method. The research population was targeted on vocational high school students in Electrical Engineering Major in 2014 academic year in Taiwan. Survey forms were mailed to 1000 target respondents to collect data. A total of 935 questionnaires were returned, and 876 copies were valid. The effective return ratio of survey questionnaires was 87.6%. This research analysis applied descriptive statistics, t-test, one-way ANOVA, Scheffé Posteriori comparison and Pearson's correlation. It obtained the following conclusion:
1.Overall, the Vocational High School Electrical Engineering major students' current learning motivation toward the professional curriculum was “average” (M=3.49); the current learning satisfaction was “satisfied” (M=3.59); the current learning effectiveness was “Good”(M=3.64).
2.The learning motivation of Vocational High School Electrical Engineering major students' toward the professional curriculum, there were significant differences in terms of grades, school location, wish for further education, academic achievement, and parenting style.
3.The learnig satisfaction of Vocational High School Electrical Engineering major students' toward the professional curriculum, there were significant differences in terms of school location, wish for further education, academic achievement, and parenting style.
4.The learnig effectiveness of Vocational High School Electrical Engineering major students' toward the professional curriculum, there were significant differences in terms of grades, school location, wish for further education, academic achievement, and parenting style.
5.There was a positive correlation between learning motivation and learning satisfaction of Vocational High School Electrical Engineering major students' toward the professional curriculum.
6.There was a positive correlation between learning motivation and learning effectiveness of Vocational High School Electrical Engineering major students' toward the professional curriculum.
7.There was a positive correlation between learning satisfaction and learning effectiveness of Vocational High School Electrical Engineering major students' toward the professional curriculum.
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