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

The Study of Learning Attitudes and Learning Satisfaction for the Rotary Cooperative Education Programs Students of Hospitality program in Vocational High School

程子芸(Tzu-Yun Chen)

指導教授 ： 劉曉芬

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2014年)

https://doi.org/10.6841/NTUT.2014.00870

摘要

本研究旨在探討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。依據相關研究動機及文獻探討建構理論基礎，更進一步經由問卷調查、蒐集資料，應用統計方法加以分析處理，藉考驗各項研究假設、待答問題，以作為結論與建議之依據。透過問卷調查法來蒐集數據，設計「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量表」調查問卷，輔以統計分析，以考驗學習態度與學習滿意度的差異及相關情形，希研究結果能提供學校和實習廠家實作教學及考照輔導之參考。針對國內34所高職辦理輪調式建教合作進行抽樣調查，共計發出1,105份問卷，實際回收1,068份問卷，有效問卷回收率為100％，並輔以平均數、百分比、標準差、t考驗、單因子變異數分析方法，進行資料處理與分析後，獲致以下結論： 一、高職餐旅群輪調式建教合作學生的整體學習態度傾向於「正向積極」。 二、高職餐旅群輪調式建教合作學生，對本研究學習態度3個構面的程度依序為：「行為」層面的學習態度最高，其次為「情感」，學習態度最低者為「認知」 三、學生的「整體學習態度」，因背景因素(性別、學生就讀科系、學生實習場所)的不同而有差異。 四、學生的「整體學習態度」，因背景因素(學校所在地、學生實習部門)不同，但其學習態度並無顯著差異。 五、高職餐旅群輪調式建教合作學生的整體學習滿意度傾向於「滿意」。 六、高職餐旅群輪調式建教合作學生，對本研究學習滿意度3個構面的滿意程度依序為：「人際關係」層面的學習滿意度最高，其次為「學習成果」，滿意度最低者為「學校行政」 七、學生的「整體學習滿意度」，因背景因素(性別、學校所在地、學生就讀科系、學生實習部門)的不同而有差異。 八、學生的「整體學習滿意度」，因背景因素(學生實習場所)不同，但其滿意程度 並無顯著差異 九、高職餐旅群學生學習態度及學習滿意度具顯著正相關。 最後，依據結論對建教合作的主管機關、學校、與合作廠商及後續研究出建議作參考。

關鍵字

建教合作 ； 學習態度 ； 學習滿意度

並列摘要

This study aimed to discuss learning attitudes and learning satisfaction for the Rotary Cooperative Education Programs Students of Hospitality program in Vocational senior High School and to analyze the differentiation between them among different background variables. Meanwhile. To achieve the research purpose, the Questionnaire Survey Method was conducted based on literature review. The sampling were 34 vocational high school, 1,105 questionnaires were distributed, 1,068 questionnaire were retrieved which accounted for 100%. Descriptive statistics, t-test, one-way ANOVA, Pearson product-moment correlation were used for analysis. The important findings of this study were as follows:
1. The degree of learning attitude for students from vocational senior high schools participating in the rotary cooperative education program of the Hospitality program is toward to”positive learning attitude”.
2. The attitude priorities regarding 3 items surveyed from students at vocational senior high schools participating in the rotary cooperative education under this program are behavioral to be the highest, ”affective” as the second but cognitive least.
3. The entire learning attitude for students will be varied such as gender, the study Department,the intern location etc.
4. The entire leaning attitude for students will be varied due to the different background factors such as the school location, the intern training unit for the degree of attitude is not obvious.
5. The degree of learning satisfactions for students from vocational senior high schools participating in the rotary cooperative education program of the Hospitality program is toward to high satisfied.
6. The satisfaction priorities regarding 3 items surveyed from students at high schools participating in the rotary cooperative education under this program are ”personal relationship”to be the highest, ”learning achievement” as the second but ”administration implementation” least.
7.The entire learning satisfaction for students will be varied such as gender, the school location, the study department, the intern training unit etc.
8.The entire leaning satisfaction for students will be varied due to the different background factors such as the intern location, for the degree of satisfaction is not obvious.
9.The learning attitudes and learning satisfaction of the students who are studying in vocational senior high schools participating in the rotary cooperative education has a significant positive correlation.

According to the conclusions, this research offered several suggestions for educational institution, schools, enterprises, providing recommendations for further study as a reference.

並列關鍵字

Cooperative education, ； Learning attitude ； Learning satisfaction

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