學習動機、知識分享、班級氣氛、課程與師資對學習績效影響之研究-以高職餐旅服務技能課程為例

Influences of Learning Outcome、knowledge Sharing、 Class ambiance on Learning Performances - Using Service Skill Related Courses of Vocational Tourism Major High School as an Example

邱翠華(Tsui-Hua Chiu)

指導教授 ： 黃啟揚

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(2014年)

https://doi.org/10.6825/NKUHT.2014.00022

摘要

本研究主要目的在於瞭解學習動機、知識分享、班級氣氛、課程與師資對學習績效影響之研究-以高職餐旅服務技能課程為例，研究對象為高職觀光科有參加餐旅服務丙級檢定證照學生。
本研究利用問卷調查法以封閉式問卷進行，共發出310份問卷，有效300份。所得數據採用因素分析、獨立樣本t檢定、單因子變異數分析、迴歸分析等方法進行統計分析分析與假設驗證。
研究結果指出，學習動機對於學習績效有顯著的影響，知識分享對於學習績效有顯著的影響，班級氣氛對於學習績效有顯著的影響，課程與師資對於學習績效有顯著的影響。在不同學生背景中在，有通過丙級餐旅服務技術士檢定對於學習績效之影響顯著高於未通過者。
根據上述結果，在餐旅服務技術相關課程之教學上，授課教師可充實術科授課教材內容以激發學生在餐旅服務技能課程上的學習動機。在學習過程中教師應多鼓勵主動分享與餐旅服務技能檢定相關的知識及應試技巧。課餘時教師可主動參與在職進修以獲取相關實務經驗；課程編排方面應切合學生對通過技術士檢定的需求，並兼顧學習效果。此外，應適時的輔導學生進行生涯規劃以便協助同學能夠獲取更高的學習績效。

關鍵字

高職觀光科學生 ； 學習動機 ； 知識分享 ； 班級氣氛 ； 課程與師資

並列摘要

The objectives of this study were to investigate the influences of learning motivation, knowledge sharing, class ambience, curriculum and faculty, and student background on the learning performances of food and beverage service skill related coursed concerning tourism major vocational high school students. Sample population was consisted of vocational high school students with major in tourism who have participated in the Class C Service-Skill Test.
Survey method was applies with questionnaire containing close-ended questions. Three hundred and ten were issued and 300 valid ones were returned. Data collected was analyzed employing factor analysis, t-test, ANOVA, regression analysis. Results were utilized for testing hypotheses.
Results of this study indicated that learning motivation has significantly positive influences on learning performance, Knowledge sharing has significantly influences on learning performance , and class ambience also has significantly positive influence on learning performance . It was also found that curriculum and faculty has positive relationship with learning performance. Among student background factors, students who passed skill-tests had significantly better performance than those who failed to pass same tests.
According to results, it was recommended that faculty member should replenish course contents in order to motivate students to learn multiple service skills. Teachers should also encourage students to interact with peers for sharing related skills and knowledge for take on skill tests. Faculty members should also actively participate in various related events in order to enrich personal field experience and assisted in course design in compensating the need of students who are reluctantly to pass skill tests. In addition, guidance for career planning is also necessary for students who seeks greater learning performances.

並列關鍵字

vocational tourism major high school students ； learning motivation ； knowledge sharing ； class ambience ； curriculum and faculty ； learning performance.

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