| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 103 === The purpose of this study is to investigate the students’ learning motivation in Taipei City Cooperative Technique Education Program and to discuss the influence of different background variables on students’ learning motivation. Finally, some concrete suggestions will be provided based on this study and serve as notice-worth information for the authorities concerned.
In the second semester of the 103th school year, 21 vocational high schools, examined by Department of Education, Taipei City Government, were authorized to implement cooperative technique education program. Twenty-one schools were sampled and 641 survey questionnaires were issued in this research and 599 valid questionnaires were collected. The data were analyzed and discussed via statistic methods, including average, standard deviation, t-test, and one way ANOVA. The conclusion are as following:
I.In the cooperative technique education program, students learning motivation tends to be more positive and aggressive. Based on the average of the analyzed variables, the students’ highest perception is the “motivation of accomplishment”, and the second one is the “value of learning”.
II.In the cooperative technique education program, there is significant difference in students’ learning motivation because of some background variables.
i)There is no significant difference in students’ learning motivation at the variable of genders.
ii)There is significant difference in learning motivation because of different academic achievement in the cooperative technique education program. With the academic grades between 60 and 69, the students have the most aggressive learning motivation.
iii)There is no significant difference in learning motivation for the students in different programs.
iv)On the variable of different future educational goals, there is no significant difference in students’ learning motivation examined by each dimension. However, students, choosing to continue the program of practical technique, have the highest learning motivation.
v)There is no significant difference in students’ learning motivation at the variable of parents’ educational background and occupations.
|
|---|
