技能檢定對新北市技術型高中資訊科學生學習影響之研究

本研究旨探討技能檢定對新北市技術型高中資訊科學生在實習課程中，因不同的個人背景因素，而有學習困擾及因應策略現況有所差異。本研究是採用立意抽樣問卷調查法，以109學年度新北市15所技術型高中資訊科學生做為調查對象，調查資料經由描述性統計分析(標準差、平均數、百分比)、獨立樣本t考驗、單因子變異數分析(雪費法scheffé)、皮爾森積差相關分析（pearson）及多元逐步迴歸分析方式等。樣本回收520 份，有效樣本回收454 份，經IBM SPSS Statistics V.23 進行統計分析及處理，並將本研究分析獲得結論摘要如下：一、資訊科學生在學習困擾現況，屬於「中度」困擾情形，整體以「學校因素」平均數最高，「家庭因素」平均數最低。二、資訊科學生在學習困擾時，採取因應策略部分，整體以「情緒調適」平均數最高，「獨立解決」平均數最低。三、資訊科學生在不同年級之「家庭因素」，面對學習困擾整體上達顯著。四、資訊科學生在學校班級、實習課程成績及已取得證照等，學習困擾感受最為顯著。五、資訊科學生在學習困擾與因應策略，具有「中度」顯著的正相關。六、資訊科學生在學習困擾面對因應策略，能有效預測作用。根據最後研究結論，分別對教育單位、學校、教師及後續研究者提供建議及方向，俾供參考。

關鍵字

技能檢定；學習困擾；因應策略

並列摘要

This study aims to examine the effect of the skills assessment on the current situation of learning difficulties and coping strategies in students of information departments in New Taipei City’s vocational senior high schools during their practice courses, depending on their personal background. This study was conducted by means of purposive sampling method and a questionnaire, involving students of information departments in 15 vocational senior high schools in New Taipei City in the 2020 academic year. Survey data were analyzed by descriptive statistics (standard deviations, means, percentages), independent sample t-tests, one-way analysis of variance (Scheffé method), Pearson product-moment correlation coefficient analysis and multivariate stepwise regression analysis. A total of 520 samples were collected, of which 454 were valid, and were statistically analyzed and processed by IBM SPSS Statistics V.23, with the conclusions drawn from this study summarized as follows: 1. Students of information departments were "moderately" disturbed in their learning difficulties, with the highest average of "school factors" and the lowest average of "family factors." 2. The highest mean score for "emotional adjustment" and the lowest mean score for "independent problem solving" were found among students of information departments in terms of the strategies they adopted to cope with learning difficulties. 3. The overall level of learning difficulties faced by students of information departments was significant in terms of "family factors" in different years of study. 4. Learning difficulties were most pronounced among students of information departments in terms of their school class, practice course grades and licenses obtained. 5. There was a "moderate" positive correlation between learning difficulties and coping strategies for students of information departments. 6. Students of information departments in learning difficulties were able to effectively predict the role of coping strategies. Based on the final conclusions of this study, recommendations and directions are provided to educational agencies, schools, teachers and subsequent researchers for reference.