本研究旨在瞭解高職餐飲管理科應屆畢業生升學就業意向意向與其對技能學習行為影響之研究。本研究藉由問卷調查方式,以九十四學年度高職餐飲管理科生6,653名為研究對象,共抽樣23所學校,問卷發放1,295份,有效問卷回收1,111份,有效回收率達85.8%,利用平均數與標準差、卡方考驗、獨立樣本t考驗、單因子變異數分析、二因子變異數分析,進行資料處理與分析,獲致以下結論: 一、高職餐飲管理科畢業生進路選擇以升學意向居多。在學生的背 景變項中,「學校隸屬、就學地區、學業成績、實習成績、工讀經驗、實習經驗、技術證照張數、父母親教育程度、父母親職業」與升學就業意向達顯著水準,卻不會因「性別」背景變項不同而有顯著差異。 二、高職餐飲管理科學生呈現積極正向的技能學習行為。 三、高職餐飲管理科學生之升學就業意向在技能學習行為達到顯著差異。在背景變項中,「就學地區、學業成績、實習成績、工讀經驗、實習經驗、技術證照張數、父母親職業」與技能學習行為達顯著水準,卻不會因「性別、學校隸屬、父母親教育程度」背景變項不同而有顯著差異。 四、升學就業意向與「技術證照張數」背景變項中在技能學習行為達顯著水準,卻不會因「學校隸屬、就學地區、學業成績、實習成績、工讀經驗、實習經驗、父母親教育程度、父母親職業」在技能學習行為無顯著差異。
The study aims to investigate the effect of hospitality major students’ preference for future study or employment on skill learning in vocational high schools. Survey research was adopted in this study. The subjects were 6653 hospitality major students in vocational high schools. 23 schools were sampled from vocational high schools. 1111 copies of 1295 questionnaires were valid and the response rate were 85.8%. Statistics methods, such as mean, standard deviation, chi-square test, t-test, one way ANOVA, were two-way ANOVA, are used to analyze data. Conclusions of this study are as follows: 1.Most of hospitality major students go to college after graduation. Except for gender, there is significant difference in students’ preference for further study in terms of background variables, including school attribute, school location, academic performance, intern performance, experience of part-time job, intern experience, the number of certificate, parents’ educational level, and parents’ vocations. 2.Hospitality major students take positive attitude toward skill learning. 3.There is significant difference between students’ preference and skill learning. There is significant difference in skill learning in terms of school location, academic performance, intern performance, experience of part-time job, intern experience, the number of certificate, parents’ vacation. In terms of gender, school attribute and parent’s educational level, there is no significant difference in skill learning 4.There is significant difference in skill learning in terms of preference for further study as well as the number of certificates. Nevertheless, there is no significant difference between skill learning and these variables, including school attribute, school location, academic performance, intern performance, experience of part-time job, intern experience, parents’ educational level, and parents’ vocation.
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