中餐烹調在校生技能檢定學習滿意度之研究 -以高雄市某職校餐飲科為例

The Study of the Chinese Culinnany Skill Testing and Learing Satisfaction of Students -The Example of a Vocational Hight School Students Majoring in Food and Beverage Managemet

李宗懋(Teong-Mau Lee)

指導教授 ： 黃啓揚

國立高雄餐旅大學/餐旅學院/餐旅管理研究所在職專班/碩士(2012年)

https://doi.org/10.6825/NKUHT.2012.00060

摘要

在校生技能檢定的實施，使得技職校院的學生得以在學習專門技術的同時，也能夠提升技能學習的品質。本研究由「期望」－「失驗」的觀點，融入「整合性顧客滿意評量觀念化模式」來探討在校生技能檢定對餐飲科學生學習滿意度之影響，目的在找出在校生技能檢定對學生學習之影響，並探討該因素對學習滿意度是否具有顯著的影響，並比較學生在檢定前、後的期望落差與學生背景在影響因素與學習滿意度間上的差異。
本研究以實證研究的方式，使用問卷調察方法進行實地問卷發放，總共回收有效問卷296份。經由因素分析將檢定影響因素分為「職涯規劃」、「教學課程」、「學習成果」、「教材評量」與「器具設備」五個構面為自變數，以「整體滿意度」、「推薦傾向」、「續考意願」三個學習滿意度評量指標為依變數，進行分析。根據結果顯示，學生對於檢定的事後評價部份高於事前期望；在整體滿意度方面，以檢定影響因素之「職涯規劃」、「教材評量」和「器具設備」對「整體滿意度」有顯著的正向影響；「職涯規劃」、「教學課程」和「器具設備」對「續考意願」及「推薦傾向」有顯著的正向影響；不同學生背景在學習滿意度上有顯著差異。

關鍵字

中餐烹調 ； 專案撿定 ； 高職餐飲科 ； 學習滿意度

並列摘要

The implementation of skill tests do not only elevate the professional techniques of technical and vocational school students, but also improve the quality of learning expertise and upgrade their skills. This study applied "Integrated customer satisfaction assessment concept of the model" "expects," - "disconfirmation" point of view in order to discuss the catering students in learning satisfaction in the students skills test, the purpose was to identify the impact of skills test on students’ learning, and also to explore the factors that might have significant impact on learning satisfaction, and to compare students expectation gap between prior and after the tests. The effects of student background which cause the difference in the impact factors and learning satisfaction were also determined.
In this empirical study employed survey method and questionnaire tone observed field questionnaires, a total of 296 valid questionnaires were collected. Factorial analysis was applied to test influencing factors which were divided into "career planning", "tutorials", "learning outcomes" and "teaching evaluations" and "machinery and equipment " as five dimensions of the independent variables. "Overall satisfaction", “Recommended tendencies,” "continued examination will" were three learning satisfaction assessment indicators for the dependent variables. After-test satisfaction had higher expectations than those of prior-test according to the results; For overall satisfaction, in order to test the impact factor "career planning" textbook evaluation "and" machinery and equipment was "overall satisfaction" significant positive impact; "career planning", "curriculum" and "machinery and equipment was continued examination will" and "Recommended tendency to have a significant positive impact; different background of the students in significant differences in learning satisfaction .

並列關鍵字

Skill assessment ； food and beverage management ； learning satisfaction ； Chinese Culinary Skill Testing

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