高職餐飲科學生學習動機、學習滿意度與學習成效 影響之研究-明台高中為例

Vocational Food and Beverage students in motivation, learning satisfaction research on the impact of the learning outcomes – Min Tai High School

張雯惠(Wen-hui Chang)

指導教授 ： 陳宗玄

朝陽科技大學/管理學院/休閒事業管理系碩士在職專班/碩士(2012年)

摘要

學習成效評量能適時反映教學品質與學生學習狀況，如何維持學生學習動力與學習滿意度增進學生學習能力是最重要的因子。本研究主要探討餐飲科學生學習中餐丙級檢定時學習動機、學習滿意度與學習成效影響，以明台高中餐飲科二年級學生為研究對象，採用普查方法進行544份問卷調查，在回收500份有效問卷中發現:引起學習動機原因為「內在動機」，表示因自我需求愈高產生學習動機愈強；學習滿意度以「學校行政」滿意程度最高，顯示學校給予檢定協助愈多滿意度愈高；學習成效中發現以「技能」成效最佳，表示學習成效愈佳技術方面表現愈好。在學生社經背景資料中發現，中餐丙檢術科成績、上課練習時間多寡、就讀餐飲科動機、畢業後職業導向對於學習動機皆有顯著差異；而就讀餐飲科動機、畢業後職業導向、練習時間多寡、父母親教育程度、家庭平均收入對於學習滿意度皆有顯著差異；就讀餐飲科動機、畢業後職業導向、練習時間多寡對於學習成效皆有顯著差異；經由迴歸分析發現學生學習動機、學習滿意度對學習成效有正相關存在，各構面呈現高度相關。
建議學生在學習的過程當中指導者時應給予協助與鼓勵，定期舉辦中餐烹飪比賽，提升學習的動機與持續能力。在課後增強學生練習次數，學校場地設備的使用說明操作流程可以更清晰、明瞭，同學間互相支持與鼓勵，透過分組練習能增進課間學習能力，皆能提高滿意度。
【關鍵詞】學習動機、學習滿意度、學習成效

關鍵字

學習動機 ； 學習滿意度 ； 學習成效

並列摘要

Learning assessment reflect the quality of teaching and student learning conditions, and how to maintain students '' learning motivation and learning satisfaction and to enhance students'' learning ability is an important reason. This study focused on catering students in learning Chinese food test motivation, learning satisfaction and learning outcomes. This study mainly focused on Min-Tai high school’s Food and Beverage second grade students that is including 500 valid questionnaires: The inner motivation is the main factor to trigger a person’s learning desire, which means those who have higher self-requirements will produce much stronger learning motivation. In the rank of learning satisfaction, school administration is regarded the top level; namely, the more assist school provide for examines, the higher satisfaction it will be. According to the research of learning results, it shows that technique is the best of all; that is, a person with good learning skills will have better performance in technical perspective. Compared with students’ background and internal motivation, we can infer the following results. The scores of Chinese Cuisine Cookery Examine have the positive correlation with the practicing time in class. Both the motivation of studying in Food and Beverage Department and the employment option after graduation has remarkable difference in learning motivation. An obvious correlation about learners’ satisfaction lies in the five perspectives, the motivation of studying in F&B Department, the employment option after graduation, practicing time in cooking category, parents’ educational background, and the average income of family. The practicing time in cooking category has an apparent influence in learning effect in terms of the motivation of studying in F&B and the career option after graduation. According to the regression analysis, we can figure out the highly positive correlation among the student’s learning motivation, learning satisfaction, and learning outcomes
Finally, it is very important when students in the learning process. Superior should give assistances and encouragements to students. We could hold on more Chinese food cooking competitions to increase student’s motivation. To do more practices during in school that can help students familiar all the equipments. To make student’s positive learning attitudes by sparing students into groups to raise their learning skills and improve their abilities.
Key words: learning motivation, learning satisfaction, learning outcomes

並列關鍵字

learning satisfaction ； learning outcomes ； learning motivation

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