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題名:高職學生多元智慧、學習風格、學習動機、學習策略與學習成效相關之研究
作者:江達隆
校院名稱:國立彰化師範大學
系所名稱:工業教育與技術學系
指導教授:趙志揚
學位類別:博士
出版日期:2008
主題關鍵詞:多元智慧學習風格學習動機學習策略學習成效
原始連結:連回原系統網址new window
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本研究旨在探討高職學生多元智慧、學習風格、學習動機及學習策略對學習成效之相關與影響。為達成研究目的,除探討國內外相關文獻,以建立本研究的理論基礎外,本研究乃以全國高職三年級學生為母群體,採分層隨機叢集抽樣,共抽出31所公、私立高職三年級學生為樣本,以做為本研究實證研究之調查對象。共發出問卷2,474份,有效回收問卷2,128份,有效回收率91%。問卷回收後,並以次數分配、百分比、t 檢定、單因子變異數分析、點二系列相關、Pearson積差相關、路徑分析等統計方法,進行資料統計與檢定,最後根據資料分析結果與文獻探討之所得,提出研究結論及建議,以做為高職學校教師教學及後續研究者之參考。
本研究獲致的結論如下:
一、高職男生在數理方面之多元智慧表現,顯著高於高職女生;高職女生在語文方面之多元智慧表現,顯著高於高職男生。
二、公立與家長為高社經地位的高職學生在多元智慧中之「語文智慧」及「邏輯-數學智慧」表現,顯著高於私立及家長為低社經地位的高職學生。
三、高職工業類群學生在數理方面之多元智慧表現,顯著高於語文類群學生;而語文類群學生在語文方面之多元智慧表現,顯著高於工業類群學生。
四、高職男生在學習風格中屬於「主動型」與「感覺型」多於高職女生;而高職女生在學習風格中屬於「反射型」與「直覺型」多於高職男生
五、公立高職學生屬於「連續型」的學習風格,多於私立高職學生;私立高職學生屬於「球型」的學習風格,多於公立高職學生。
六、高職女生在學習動機中之「價值成分」、「情感成分」表現,顯著高於高職男生。
七、家長為高社經地位的高職學生,在學習動機中之「期望成分」表現,顯著高於其家長為低社經地位的高職學生。
八、北區、中區、東區的高職學生,在學習動機中之「價值成分」及「期望成分」表現,顯著高於南區的高職學生。
九、高職女生、公立高職生和中區高職生在學習策略中之「認知策略」、「後設認知策略」及「資源管理策略」之表現,顯著皆高於高職男生、私立高職生及南區高職生。
十、家長為高社經地位的高職學生,較常使用「後設認知策略」;而家長為低社經地位的高職學生,較常使用「認知策略」。
十一、高職學生在多元智慧中之「內省智慧」與學習動機中之「價值成分」、「期望成分」有明顯關係。
十二、高職學生在多元智慧中之「語文智慧」、「音樂智慧」與學習策略中之「認知策略」呈現中度顯著關係;而多元智慧中之「音樂智慧」、「內省智慧」與學習策略中之「資源管理策略」,呈現中度顯著關係。
十三、高職學生多元智慧、學習策略可預測其學習成效。
本研究提出的具體建議如下:
一、根據高職男生與女生多元智慧的差異,提供適性的生涯進路輔導
二、補強私立高職學生基礎學習能力,降低學習落差
三、加強培育高職學生「內省智慧」的涵養,可提昇高職學生的學習動機
四、加強家長為低社經地位學生之學習技巧,以提升其學習成效
五、尊重高職學生不同學習風格,提供適性學習環境
六、啟發高職學生深入了解就讀職校的價值性,與未來的發展性,以提高其學習滿意度
七、探討部分高職學生學習動機低落的原因,並提出改善策略
八、教導高職男生及私立高職的學生,多運用有效的學習策略,以提高學生的學習滿意度
九、善用多元學習策略,提昇高職學生學習效果
十、充實高職學校的教學與實習設備,以提高高職學生的學習成效
十一、探討南區高職學生的學習落差原因,並提供適當的因應措施
關鍵字:多元智慧、學習風格、學習動機、學習策略、學習成效
This research explores the interplay among multiple intelligence, learning styles, learning motivations, and learning strategies toward learning effectiveness for vocational high school students. The researcher has reviewed related literature and has constructed a theoretical framework for the study. In the process of obtaining experimental data, the subjects involved in the study were selected by the stratified cluster sampling method. Thirty-one vocational high schools were selected, and 2,474 participants were included in the field investigation. After careful evaluation, 2,128 of the total 2,474 questionnaires were responded; that is, the available returned rate was 91%. The data were analyzed to test the hypothesis by using statistical procedures: frequency distribution, percentage, t-test, one-way ANOVA, point biserial correlations, Pearson product moment correlations, and path analysis statistical methods. It was expected that the result could be used as practical implications for promoting the instructional effectiveness of vocational high school teachers.
The conclusions of this research are listed as follows:
1.Math-logical intelligence performance of vocational high school boy students are significantly higher than that of girl students, and the linguistic intelligence performance of vocational high school girl students are significantly higher than boy students’ performance.
2.Linguistic and logical-mathematical intelligence performance of public vocational high school students or students from families of high social-economical status are significantly higher than that of private or students from families of low social-economical status.
3.Math-logical intelligence performance of vocational high school industrial program students are significantly higher than that of linguistic program students, and linguistic intelligence performance of linguistic program students are significantly higher than industrial program student’s performance.
4.Vocational high school boy students are significantly more active and sensational in learning styles than girl students, while vocational high school girl students are significantly more reflective and intuitive in leaning styles than boy students.
5.There are more sequential learners among public vocational high school students than among private vocational high school students.
6.Vocational high school girl students show more value judgments and emotional concerns than boy students in their leaning motivations.
7.Vocational high school students from families of high social-economical status show more expectancy components than those from families of low social-economical status.
8.Vocational high school students in northern, central and eastern parts of Taiwan show more value judgments and emotional concerns in their learning motivations than those in southern Taiwan.
9.Vocational high school girl students, public high school students and vocational high school students in central Taiwan perform significantly better in their cognitive strategies, metacognitive strategies and resource management strategies than vocational high school boy students, and private vocational high school students as well as vocational high school students in Southern Taiwan.
10.Vocational high school students from families of high social-economical status utilize metacognitive strategies more frequently, while those from families of low social-economical status utilize cognitive strategies more often.
11.Vocational high school students’ intrapersonal intelligence of multiple intelligences is significantly correlated with judgment components and expectancy components involved in learning motivations.
12.Vocational high school students’ linguistic and musical intelligence of multiple intelligences are significantly correlated with cognitive strategies in learning motivations, while musical intelligence and intrapersonal intelligence of multiple intelligences are moderately correlated with resource management strategies in learning motivations.
13.Learning effectiveness can be predicted by studying multiple intelligences and learning strategies of vocational high school students.
According to the results described above, the research hereby provides the following recommendations for the promotion of learning effectiveness in vocational high schools and related further studies.
1.Adequate career planning should be provided based on the difference of multiple intelligences between vocational high school boy and girl students.
2.Basic learning competency of private vocational high school students should be reinforced to increase their learning effectiveness.
3.Intrapersonal intelligence of vocational high school students should be further cultivated to upgrade their learning motivation.
4.Learning skills of students from families of low social-economical status should be sharpened to raise their learning effectiveness.
5.Learning styles of vocational high school students should be taking into consideration so as to provide proper learning surroundings for individual students.
6.Students should be enlightened to understand the value and future development of attending vocational high schools and to meet their learning satisfaction.
7.The cause of low learning motivation of some vocational high school students should be probed into so as to work out some remediable strategies.
8.Vocational high school boy students as well as private vocational high school students should be given some available learning strategies to raise their learning satisfaction.
9.Multiple instructional strategies should be exploited to promote the learning results of vocation high school students.
10.Teaching and practical apparatus of vocational high schools should replenished to raise learning effectiveness.
11.Learning ineffectiveness in vocational high schools of southern Taiwan should be examined and discussed to work out adequate effective measures.
Key words: Multiple Intelligence, Learning Style, Learning Motivation, Learning Strategy, Learning Effectiveness
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