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  • 學位論文

輪調式建教合作學生學習滿意度之研究-以新北市某高職美容科為例

A Study on Students’ Learning Satisfaction in Rotating Cooperative CosmetologEducation Program—on the case of a Vocational High School in New Taipei City

指導教授 : 莊修田
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摘要


美容美髮業是一個相當重視技能與實務經驗的服務產業,學校與事業單位所培育之美容美髮人才,應符合業界實務所需,並提高經濟產能。 本研究旨在探討某高職美容科輪調式建教合作班學生學習滿意度之現況。首先,為達成研究目的,研究者藉由文獻整理與分析,進而建立研究整體架構,其次,再以研究目的為基礎,編製「高職美容科輪調式建教合作教育學生學習滿意度之問卷」為研究工具,並探討學生各構面間的差異情形,進而瞭解學生不同個人背景變項之美容科輪調式建教合作教育學生學習滿意度。 本研究方法採用問卷調查法與個別訪談。實施對象為100學年度第二學期之學生。輪調式建教合作班學生發放問卷為535,共計回收問卷為521份,回收率為97.3%,剔除無效問卷18份,實得有效樣本問卷為503份,有效回收率為96.5%,經問卷分析結果,獲得下列以下結論:其信度為0.975。學習滿意度包含學習環境、教師教學、課程教材、人際關係、學習成效與生涯規劃等六個構面。以SPSS or Window 19.0進行統計分析探討,獲得以下研究發現: 一、美容科輪調式建教班學生,整體(學校與事業單位)學習滿意度為「滿意」。 二、對本研究學習滿意度,六個構面的滿意程度:「人際關係」層面的學習滿意度為最高,滿意度最低者為「學習環境」。 三、受測者在不同「性別」、「家庭結構」、「實習場所之屬性」背景因素中,學習環境、教師教學、課程教材、人際關係、學習成效、生涯規劃,等六個構面上未有顯著差異。 四、受測者在不同「就讀年級」背景因素中,人際關係有顯著差異。 五、受測者在不同「選讀原因」背景因素中,學習環境、教師教學、課程教材、學習成效、生涯規劃有顯著差異。 六、受測者在不同「生涯規劃」背景因素中,人際關係、生涯規劃有顯著差異。 最後,根據研究發現與結論,本研究對學校、事業單位與後續研究者提供相關之建議。期盼能有助於輪調式建教合作班相關教育工作者之參考,進而提昇輪調式建教合作之成效。

並列摘要


The skin care and hair dressing industry is a service industry highlighting skills and practical experience. Therefore, whomever academies and corporations train should meet the demands of the industry to increase its economic productivity. This study is aimed at discussing the present situation of students’ learning satisfaction in rotating cooperative cosmetology education program on the case of a vocational high school. Firstly, this study conducts literature review and analysis to establish its overall study framework. Subsequently, this study designs a questionnaire, “Vocational High School Students’ Learning Satisfaction of Rotating Cooperative Cosmetology Education Program,” to serve as the study tool. It will focuses on discovering the difference among each aspect so as to understand how students with various background variables differ in their learning satisfaction of rotating cooperative cosmetology education program. This study conducts questionnaire survey and individual interview, selecting the rotating cooperative cosmetology education program students studying in the second semester of the 100th school year as the study subject and issuing 535 questionnaire copies to them. The questionnaire copies collected are 521 in total, making the response rate of 97.3%. After eliminating invalid ones, this study obtains 503 valid copies of questionnaire, making the effective response rate of 96.5%. By conducting data analysis with SPSS or Window 19.0, this study concludes that the reliability is 0.975. The learning satisfaction is divided into six aspects: learning environment, teacher’s teaching, teaching material and the curriculum, interpersonal relationship, learning effect, and career plan and the study result is explained as follows: I. Students of rotating cooperative cosmetology education program are generally satisfied of their overall learning (in school and in the corporation). II. Concerning students’ learning satisfaction, the aspect of “interpersonal relationship” scores the most, while the aspect of “learning environment” scores the least. III. Concerning the background variables of gender, family structure, and the nature of internship location, participants show no significant difference among the six aspects. IV. Participants with different grades show significant difference in the aspect of interpersonal relationship. V. Participants with different reasons for studying show significant difference in the aspects of learning environment, teacher’s teaching, teaching material and the curriculum, interpersonal relationship, learning effect, and career plan. VI. Participants with different career plans show significant difference in the aspects of interpersonal relationship and career plan. Lastly, based on the study result and conclusion, this study proposes suggestions to academies, corporations, and future studies. This study is hoping to serve as a reference for teachers working in rotating cooperative education program to improve the effect of cooperation in the future.

參考文獻


韓美齡(2007)建教合作學生就讀因素、學習滿意度與學習成就之關係-¬¬以
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被引用紀錄


程子芸(2014)。我國高職餐旅群輪調式建教合作學生學習態度與學習滿意度之研究〔碩士論文,國立臺北科技大學〕。華藝線上圖書館。https://doi.org/10.6841%2fNTUT.2014.00870

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