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題名:技術型高中生物產業機電科學生虛實整合學習動機、學習滿意度與學習成效之關係研究
作者:鄭安邦
作者(外文):CHENG, AN-BANG
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:廖錦文
學位類別:博士
出版日期:2024
主題關鍵詞:技術型高中虛實整合學習動機學習滿意度學習成效Vocational High SchoolCyber-physical Integration CourseLearning MotivationLearning SatisfactionLearning Effectiveness
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本論文旨在探討技術型高中生物產業機電科學生知覺虛實整合學習動機、學習滿意度與學習成效之關係。
本研究基於探究之需要,以相關文獻為基礎編製調查問卷「技術型高中生物產業機電科學生知覺虛實整合學習動機、學習滿意度與學習成效關係調查問卷」對臺灣地區公立技術型高中生物產業機電科學生進行方便取樣,共計抽取8所技術型高中,550位學生,回收有效問卷522份,有效回收率為94.909%。所得資料應用SPSS及AMOS統計套裝軟體進行次數分配、百分比、平均數、標準差、t檢定、單因子變異數分析、積差相關分析、逐步多元迴歸及結構方程模式等統計方法進行資料分析。經各項資料分析後,獲得以下結論:
壹、女性學生在學習動機、學習滿意度與學習成效的認知顯著高於男性學生。
貳、二年級學生內在學習動機與學習滿意度的認知顯著高於三年級學生。
參、符合或超前上傳件數規定標準及有上傳但未符合上傳件數規定標準的學生對學習動機、學習滿意度、學習成效的知覺均顯著高於未曾上傳之學生。
肆、畢業後進路規劃為升學的學生在學習動機、學習滿意度與學習成效顯著高於就業的學生。
伍、已取得(丙級或乙級)證照學生在學習動機、學習滿意度與學習成效的知覺均高於未取得證照的學生。
陸、學校所在地為直轄市地區的學生對學習動機、學習滿意度與學習成效的知覺均顯著高於縣市鄉鎮地區的學生。
柒、學習滿意度對學習動機與學習成效具有中介效果。
捌、虛實整合學習動機、學習滿意度與學習成效整體模式的適配度尚可。
依據結論提出對公立技術型高級中等學校教育行政相關單位、教師及未來相關研究的建議。
This study was designed to investigate the relationship among learning motivation, learning satisfaction and learning effectiveness of students for cyber-physical integration course in vocational high schools. This study adopted methods of document analysis and questionnaire survey. Samples were purposive selected from 8 public vocational high schools in Taiwan. A total of 550 questionnaires were distributed, and 522 valid ones were retrieved with the effective response rate at 94.909%. SPSS and AMOS were then used for frequency distribution, percentage, mean, standard deviation, t-test, one-way ANOVA, product-moment correlation, multiple regression, and Structural Equation Modeling. The major findings were as follows:
1. Female students had significantly higher awareness of learning motivation, learning satisfaction and learning effectiveness than male students.
2. Second grade students had significantly higher awareness of intrinsic learning motivation and learning satisfaction than third grade students.
3. Learning portfolio of students had been uploaded were significantly more aware of learning motivation, learning satisfaction and learning effectiveness than those had not been uploaded.
4. After graduation, students having planned for further studies were significantly more aware of learning motivation, learning satisfaction and learning effectiveness than employed ones.
5. Students with a (level C or B) license had significantly higher awareness of learning motivation, learning satisfaction and learning effectiveness than those without a license.
6. Students whose school was located in municipal areas were significantly more aware of learning motivation, learning satisfaction and learning effectiveness than suburbs.
7. Learning satisfaction had a mediating effect between learning motivation and learning effectiveness.
8. The SEM constructed for the learning motivation, learning satisfaction and learning effectiveness in cyber-physical integration course efficacy showed a general fit.
According to the above conclusions, some suggestions to educational authorities, and future research are provided.
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