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Dissertations / Theses on the topic 'Vocational learning'
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Bryan, Colleen S. "The application of learning organization principles to church growth." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/646.
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While many studies showed evidence of the use of learning organization theory in a variety of venues, these theories have been studied in a limited capacity in church settings. This research attempted to substantiate the presence of learning organization principles in churches experiencing growth, and to refine a tool to measure these characteristics in churches. Relationships and strengths of association between and among 3 learning organization principles of leadership, job structure and systems, and performance and development, and degrees of growth defined as negative, plateau, and positive growth were examined in a sample of Nazarene churches via a revised survey completed by senior pastors. Pre and post survey analyses were employed, resulting in stronger reliability and validity outcomes for the instrument and contributing to a significant gap in the literature. Correlation, multiple regression, and ANOVA methods were used to assess relationships between the 3 learning organization principles and 3 levels of church growth. Outcomes did not show significant substantiation of these relationships, except for slightly higher evidence of leadership in the positive growth group. This study adds to the scientific knowledge of church growth via the creation of a new survey instrument for church use. The promotion of social responsibility and professional application of knowledge to church venues is an important tenet of this study, and lends valuable insight and knowledge for church leadership to engage in strategies that lead to social change.
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Gibson, Philip. "Learning, culture, curriculum and college : a social anthropology." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272986.
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MacMahon, Rosaleen. "The Certificate of Pre-Vocational Education : a learning system?" Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293217.
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Wong, Bo Man. "Vocational teachers' experiences of using an online learning platform." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/52495/.
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Much research has been carried out to demonstrate how the online platforms can be used to improve teaching and learning processes. However, they have been less explored in relation to vocational education, where the situation is often more complex and the possible solution options tend to be more constrained than in the contexts where these online technologies have been created. The aim of this research is to investigate the experience of teachers' current use of the online platform (Moodle) in vocational teaching by using a multi-method phenomenographic approach. With data collected by a quantitative survey and in-depth interviews, a complete picture has been developed for the phenomenon being investigated. Findings from the survey and interviews have been used to identify different approaches that teachers can adopt in using Moodle for their vocational subjects in Hong Kong Institute of Vocational Education. Through an iterative process of analysis, numerous issues related to vocational teaching with Moodle are revealed in the research process to extend previous knowledge, including: shift in the vocational teachers' role, adjustment of communication with students, necessity of face-to-face coaching, blended learning, control of the learning progress, preparation of the online content, teaching and learning effectiveness, change of student quality and expectations, and amplified support by the media richness. In addition to analyzing the complexity of the phenomenon, the findings of this research highlight the value of sharing teachers' experience; this provides guidance and insights for other vocational teachers to explore the possibilities and opportunities of using the online platforms in their areas of vocational teaching. Complexity and opportunities have been created, not only for both vocational teachers and students, but also for the stakeholders such as course administrators, curriculum developers, faculty members, educational specialists, and organization leaders considering or using online learning platforms for vocational teaching. Recommendations are given in the conclusion for development of staff capacity and capability in vocational teaching with online platforms, particularly with Moodle. Above all, the results of this research substantiate previous ones in showing the importance of teaching with technology, rather than teaching about technology, or technology for teaching.
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Moore, Patricia Anne. "Making a difference : ways of teaching and learning in general national qualifications." Thesis, n.p, 2001. http://dart.open.ac.uk/abstracts/page.php?thesisid=114.
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Dunham, Mardis D. "A comparison of adult learning disability subtypes in the vocational rehabilitation system /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809668.
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Brinkley, Robyn Lynette. "Opportunities and obstacles : implementing a web-based teaching and learning strategy in a vocational education institution /." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24700678.
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Tracey, Edward A. "Firefighter Workplace Learning| An Exploratory Case Study." Thesis, University of Rochester, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3579816.
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Despite there being a significant amount of research investigating workplace learning, research exploring firefighter workplace learning is almost nonexistent. The purpose of this qualitative multi-case study was to explore how firefighters conceptualize, report, and practice workplace learning. The researcher also investigated how firefighters learn informally in the workplace and how that informal learning was manifested. A qualitative multi-case research study of six full-time career firefighters employed by a fire department in New York State was conducted. Data were collected through field observations, interviews, and document analysis. The data were analyzed using grounded theory analysis as detailed by Charmaz (2006). Several themes emerged from the data analysis revealing how firefighters learn in the workplace. Findings indicate that firefighters learn necessary workplace information through both formal and informal learning practices. Firefighters learn formally in the workplace by (a) attending the fire academy, (b) participating in the in-service training programs, (c) taking external fire service courses, (d) attending college-level fire science programs, and (e) teaching and instructing. Firefighters learn informally in the workplace (a) through practice, (b) from each other, (c), through self-directed learning activities, and (d) from prior exposure to the fire service. These findings highlighted a complex, hybrid interaction between formal and informal workplace learning activities. The findings present implications for both fire service practice and policy. Findings from this study suggest workplace learning may be enhanced through training fire officers to identify and foster firefighter's informal workplace learning practices. The policy implications for fire department managers and trainers include improving firefighter informal learning in the fire service through the provision of support, resources, and time for learning activities as well as by developing mechanisms to record and document the time spent on informal learning activities.
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Toll, Debora K. "The transfer of learning: Employees' lived experiences." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/29178.
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The employees' ability to continuously and collectively learn, and to apply their learning are critical to their own and their organization's performance. This study, therefore, sought to understand employees' perceptions of and experiences with the application of or, transfer of their learning. It also sought to understand the interplay between the three primary transfer sources. The overarching research question that guided this study was what were employees' lived experiences with transfer? The subquestions were how do employees transfer their learning, when did transfer enter their learning experiences, and why did they believe that transfer occurred? A hermeneutic phenomenological research design was employed. The participants' lived experiences were examined, described and interpreted. By allowing the participants' voices to resonate throughout the text, the depth, richness and meaning of their experiences were captured. Seven federal government employees, at the administrative, professional and managerial levels, comprised the purposeful sample. The participants engaged in a formal audiotaped interview, an informal interview and a focus group session.
Eight main themes emerged from the data analysis. Two themes, related to the individuals' characteristics, were the desire to learn and how transfer occurred. Four themes, related to the training program's design and development features, were discourse, application of the learning to life's situations, learning by doing and when transfer entered the learners' learning experience. The last two themes, related to the organizational climate characteristics, were an open and supportive culture, and the major challenges to transfer. The transfer research, comprised of the individuals' characteristics, training program features and organizational climate characteristics, provided one lens through which the findings were interpreted. Three adult learning theories, self-directed, situated cognition and transformational learning, provided the second lens.
The transfer and adult learning literatures were quite complimentary. The learning theories however, brought a broader and more comprehensive understanding to many of the participants' transfer experiences. The theories, by illuminating the interplay between the primary transfer sources, integrated the quantitative transfer research findings into a more coherent body of knowledge. This research also contributed to a more fullsome understanding of the learning theories and the difficulties in measuring transfer. Adult education principles and practices appear to be well positioned to enhance employees' transfer efforts as transfer does indeed appear to be a key concept in adult learning.
This study advances our understanding of transfer from the perspective of the employees' "lived" experiences, and of the complexities of transfer. The findings are relevant to adult education practices, and to organizations and employees in better understanding and facilitating transfer.
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Thång, Per-Olof, and Kerstin Littke. "Thematic quality assessment of learning at work within Higher Vocational Education." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2014. http://hdl.handle.net/2237/20871.
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Chatraphorn, Suparp. "Learning efforts and professional teaching practices of vocational home economics educators /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487673114113447.
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Maseko, Pamela. "Vocational language learning and how it relates to language policy issues." Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1002158.
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This research explores issues relating to language policy, and language learning and teaching. It further looks at the relationship that exists between language policy and language learning and teaching. In the research I argue that well-thought out and well-meaning language policies will fail to be implemented meaningfully if there is no clear and unambiguous implementation plan. I also note that the national vision and ideals which are often embodied in the language policy fail to take effect if, again, there is no comprehensive implementation plan. This view is held by many scholars and researchers in the areas of language policy and planning.
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Triyono, Bruri M., and Thomas Köhler. "Development of an E-Learning instructional model for vocational training in Indonesia." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-181654.
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This research aims to produce an E-learning instructional model for vocational schools (VS) in Indonesia by implementing a system of E-learning instructional design that allows teachers to develop and teach their own e-learning lessons. This study reports a design-based research and development activity which was performed over three years, 2012-2014. In the first year, assessment and development of criteria for E-learning & instructional design in VS and its indicators were performed. The second year was used to develop a guide book of E-learning instructional design in VSs, based on the results of the first year of the study when a focus group discussion (FGD) was held to discuss, test, and revise the draft guidebook. In the third year the dissemination of E-learning instructional design was executed, involving 22 teachers from around Yogyakarta Province. Quantitative analysis of the E-learning instructional model in VS led to different values of adoption for the specific components, such as guidebooks, learning modules, and DVD based training. The final results showed that the model of E-learning instruction in VS is suitable to support and motivate the teachers in dissemination and for developing their teaching material by using the E-learning instructional model guidebook.
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Cusano, Christine. "Vocational Instructors Experience and Practice Teaching in the Hybrid Environment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5846.
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At a technical post-secondary school in the Northeast United States, campus leaders lacked formative data of faculty skills and knowledge needed for instruction in a hybrid format involving both face-to-face instruction and on-line instruction. Therefore, the delivery of appropriate professional development (PD) programs for faculty whose duties include hybrid format instruction has not been provided. The purpose of this study was to identify the faculty experiences of teaching in a hybrid-learning environment, and their perceived PD needs to provide effective instruction in a hybrid-learning environment. This study explored vocational teachers' experiences and perceived PD needs related to teaching in a hybrid-teaching environment. Using Kolb's model of experiential learning, a qualitative case study design was used to sample 8 vocational instructors who met the criteria of teaching in the hybrid-learning environment in the medical assistant or the dental assistant programs. Data were collected using face-to-face interviews and were analyzed using axial coding. Themes emerging from the findings included the changing role of the instructor, concerns of plagiarism, faculty PD for teaching in a hybrid-learning environment, and practice using the learning management system (LMS). Findings based on themes indicated PD on the learning management system (LMS), and pedagogy to teach in the hybrid-learning environment is needed for the teachers. A white paper recommending initial on-going systemic PD for faculty teaching in the hybrid-learning environment was developed. Implications for social change are that faculties will become more knowledgeable instructing in the hybrid-learning environment, which will the development of hybrid teaching skills and better-prepared dental and medical assistant graduates who will provide improved care for clients.
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Lamb, Darren Hayes. "Project based learning in an applied construction curriculum." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2188.
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This project addresses the integration of a career and technical (vocational) construction curriculum with academic curriculum. Career and technical (vocational) curriculum in the past has been developed to address specific content. This construction curriculum inegrates inherent academic aspects.
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McKinstry, Elizabeth. "The impact of coaches' training on implementation of the Linked Learning approach." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10179205.
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The onset of the 21st century brought a new dynamic in the workforce fueled by societal changes and technological advancements. These forces helped to create the conditions that transformed the economy from the industrial age of routine labor to a knowledge age where creativity, collaboration, and critical thinking are now needed for success. In addition, the forecasts for this new global economy of the 21st century project that students will need not only new skillsets but also increased levels of education to succeed in the workplace. To prepare all students for postsecondary education and foster the growth of these new skillsets, education has to integrate reform efforts that address these changes. Yet, a challenge to transforming the education system of the industrial age to one that meets the needs of the 21st century is the two-track system that was created to align with an industrial age economy: one track for those who were to attend higher education and one for those who were to enter the workforce directly from high school. Linked Learning is an evidence-based reform effort that addresses these changes. It includes four elements: academic and technical coursework, student support systems, and work-based learning opportunities. Linked Learning prepares all students for postsecondary education options. Coaches’ training has been identified as a strategy to aid in the implementation of the elements of Linked Learning and change instructional practice.
This quantitative dissertation research study examined the impact of the coaches’ training on the implementation of Linked Learning approach. The study used a web-based survey to collect data from educators who had participated in the coaches’ training to assess if the training was of value in implementing the core elements and beliefs of Linked Learning with their districts after they had completed the sessions and supporting assignments. Twenty-one educators from northern, central and southern California who had participated in the training responded to 35 Likert items that were aligned to the seven intended coaches’ outcomes. Participants were given the opportunity to add comments to each section. The results allowed for an assessment of the impact.
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Djooya, Akbar. "Perceived Attitudes of Vocational Administrators, Vocational Office Education Teachers and Marketing and Distributive Education Teachers Toward Using Microcomputers in Vocational Education Programs." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330767/.
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The primary purpose of this study was to determine the perceived attitudes of vocational administrators, vocational office education teachers, and marketing and distributive education teachers toward using microcomputers in vocational education programs. The sample forth is study was randomly selected from all vocational administrators , vocational office education teachers, and marketing and distributive education teachers employed by Texas School Districts. A total of 288 questionnaire were returned from the three vocational education groups. The return was seventy-seven percent.
Statistical techniques included descriptive statistics, one-way, and two-way analyses of variance (ANOVA) to describe the responses and to test the seven null hypotheses. The results of the study was reported in two categories: statistical significance of the tested hypotheses, and the educational inferences of the vocational administrators' and vocational teachers' responses to questionnaire items. There were significant differences in the perceived general attitudes of the three groups. There were no significant differences in the perceived general attitudes of the three groups when categorized by levels of age, occupational experience, amount of computer training, and availability of microcomputers. There were no significant differences in hypotheses which tested for differences in the perceived attitudes of the three groups toward utilizing microcomputers for classroom instruction and supportive services.
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Jameson, Albert Thomas. "From Dearden to Dearing : promoting autonomy through work based learning in higher education." Thesis, University of Liverpool, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263840.
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Carter, Adrienne Lynne. "Learning to walk the talk: Cognitive models improve presentation skills." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3026.
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Ambellan, Steven Charles. "Can computer assisted instruction (CAI) effectively assist incarcerated juveniles in learning introductory woodworking skills?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1881.
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Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.
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In recent years, advances in computer technology have motivated Chinese teachers to reassess computer use and consider it as a valuable part of daily foreign language learning and teaching. Software programmes, USB (Universal Serial Bus) technology, and computer networks are providing teachers with new methods of incorporating culture, grammar, and real language use in the classroom. Students gain access to audio, visual and textual information about the language through the use of computers. The aim of this study was to investigate vocational school English students and teachers concerns and behaviours about integrating information technology into English instruction.
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Chattip, Suwannachin Riegle Rodney P. "Planning for a learning organization in a private vocational school in Thailand." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064541.
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Thesis (Ph. D.)--Illinois State University, 2002.Title from title page screen, viewed February 9, 2006. Dissertation Committee: Rodney P. Riegle (chair), Barbara Heyl, Paul J. Baker, Dianne E. Ashby. Includes bibliographical references (leaves 155-157) and abstract. Also available in print.
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Yeung, Siu May Yvonne. "Motivation for English language learning : a study of Hong Kong vocational students." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9280.
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The aim of the present study is to explore the motivational factors of Hong Kong vocational students in learning English. A qualitative case study approach was employed with a combination of surveys with self-completion questionnaire, semi-structured interviews and diary notes. The research, which was carried out in two phases from September to June 2005-6 in one academic year, had the objective of examining whether there was any change of motivation for learning English. Ten students from a vocational institute were selected for the interviews, each were interviewed twice. They were also invited to write diaries, and to record their daily English activities. The data collected were used to triangulate with the interview findings when analyzing the results. The study was initiated by students’ differences in learning attitudes and the variations in their standard of English. Research on motivation for, and attitudes towards learning English reveal that instrumental and intrinsic motivations often apply to secondary school and tertiary-level learners, but prior to this study the research did not extend to vocational students in Hong Kong. The findings show that vocational students not only have strong instrumental motivation for learning English but also have intrinsic motivation. It was apparent that in the process of their learning English, participants regarded English as a functional language which was tied up with their career. This finding is the same as that of previous research on attitudes towards learning English of Hong Kong students. In addition, vocational students’ motivation for learning English was found to be influenced and encouraged by many factors, particularly significant others, such as parents. The present study will enable English teachers to have a greater understanding of vocational students’ motives for learning English. This could help to improve teaching strategies, teaching materials and language policies; and, thus, enhance more effective learning of English in the vocational setting of Hong Kong.
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Kempson, Audrey Ann. "National Vocational Qualifications and workplace learning : staff perspectives in a social care organisation." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/9143.
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The demands upon the social care workforce in the UK are only likely to increase over the next decades. The social care sector is heavily reliant on NVQs and this is regulated through the Care Standards Act (2000). It is thus important that these qualifications appropriately support staff development. The purpose of the research was to explore this in one social care organisation (Homecare) through researching staff perspectives on factors that inhibited or supported learning through NVQs and to examine the Homecare/Centre delivery of NVQs and workplace learning with this in mind. The research is broadly qualitative in design and draws on the principles of narrative research combined with analysis focused on key themes (interpersonal, personal and organisational factors). The research found that an understanding of the key concepts of workplace learning is relevant to the delivery of NVQs and can help these qualifications be implemented successfully as a part of a more holistic approach to teaching, learning and the assessment of competence in the workplace. The research identified that the organisation had a particular approach that strategically integrated assessment both at organisational and practice level. Additionally the research identified areas within the NVQ process, where integrated assessment proved of benefit to practice through professional level development of skills and knowledge, values and reflective learning and confidence. From this eight key elements of an enhanced model of NVQ delivery were identified that constitute the contribution to practice. The contribution to theory lies in linking the literatures of NVQs, competence and workplace learning and the suggestion that previous understanding of NVQs as behaviourist and atomistic is not as important as the approach to assessment adopted by organisations. The research has relevance to any social care organisation but also to wider audiences where NVQs are used as it adds to understanding of workplace learning through a depth of practitioner-researcher understanding of specific qualifications in a specific context.
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Fisher, Kenneth Leslie. "What's in a job? Implications for structuring and accrediting work-related learning." Thesis, Lancaster University, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.315290.
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Fagerstrand, Jenny. "Vocational and non-vocational language learning textbooks in EFL classrooms in Sweden : A comparison of topics, use of Swedish and vocabulary." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-78752.
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This independent degree project investigates possible differences and similarities between vocational and non-vocational language learning textbooks in terms of topics covered, use of Swedish, and vocabulary levels. The textbooks analyzed in this study are Viewpoints 1, Viewpoints vocational, Blueprint A version 2.0 and Blueprint vocational, and they are aimed at the course English 5 in Swedish senior high school. In order to compare and analyze the differences between the textbooks, the Swedish words were counted in order to compare the proportion of Swedish words of each textbook. The texts and tasks from each textbook were made into a corpus. The corpus was analyzed with the tool Text Inspector, and connected to the levels of the Common European Framework of Reference and the Academic Word List. The results show that vocational textbooks have a larger focus in the topic of social and working life than the non-vocational textbooks. However, the results also suggest that the textbooks are quite similar in terms of academic words and the CEFR levels. The results also suggest that an investigation of a larger number of textbooks from several publishers could present a different result. The pedagogical implications that can be drawn from the results are that teachers need to know that differences may occur and that textbooks might need additional material.
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Davis, Marianne Goedinghaus. "Predictors of occupational choice for high school students with learning disabilties /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9737887.
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Li, Yi-Ju, and 李宜儒. "Learning Attitude and Learning Strategies among Vocational High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/86886066630943676075.
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碩士大葉大學
教育專業發展研究所
101
This study aimed to investigate vocational high school students' learning attitudes and learning strategies. This study was conducted by questionnaires. Students from national and private vocational high schools in Changhua County in Taiwan were the population of this survey for convenient sampling. 720 questionnaires were sent; 665 valid samples were obtained, and the valid return rate is 92.36%. The data were analyzed with SPSS statistical software for descriptive statistics, independent sample t test, analysis of variance, Pearson correlation, canonical correlation and multiple regression analysis. Background variables and learning attitude’s impact on learning strategies were also examined. The results of this analysis show that: (1) Students from national vocational high schools performed better in both learning attitude and learning strategy than students from private vocational high school do. (2) Vocational high school students of industry major were more willing to review what they learned after class than students of business major do; however vocational high school students of business major were much easier to be influenced by teachers’ positive teaching attitude than students of industry major were. (3) When it came to learning method, concentration on class, strategy change and self-adjustment, female vocational high school students performed better than male students. (4) In learning attitude, second grade and third grade vocational high school students performed better than the students’ of freshman year (5) Vocational high school students whose parents were graduates of five year junior college had better learning methods, students whose parents were college graduates did better in reviewing what they learned after class. (6) Vocational high school students who live with their parents had better learning methods than students who did not live with their parents. (7) From canonical correlation results, we knew that vocational high school students’ learning attitudes were closely related to their learning strategies. (8) From multiple regression results, we knew that we could predict students’ learning strategies better by their learning attitude than by their background variables. Finally, based on the results of this research, conclusions and suggestions were presented for reference of the school education and researches in the future.
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HUNG, I.-LING, and 洪怡伶. "Effects of Learning Styles and Cooperative Learning on Vocational High School Students’ Mathematics Learning." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/62123486384971244132.
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碩士東海大學
教育研究所在職專班
104
This study investigated the effects of learning styles on cooperative learning, in contrast with lecture-based instruction. Cooperative learning has been proven as one of the most effective learning strategies; however, little has been done to understand if individual student’s learning style can be a factor which influences the effectiveness of the cooperative learning strategy in vocational high school math class. In this study, students’ learning styles were measured by Kolb’s Learning Style Inventory (LSI). The cooperative learning strategy employed in this present study was Student Teams Achievement Divisions (STAD). A quasi-experimental study was conducted, with 76 tenth graders from a vocational high school involved in the study. Half of the students were randomly assigned into the experimental group in which students learned math with cooperative learning strategy, and the other half the control group in which they learned with lecture-based instruction. According to Kolb’s theory, students’ learning styles were analyzed on the continuum of perception and that of processing, and thus students can be categorized into one of the four learning styles, including active experimentation, reflective observation, concrete experience, and abstract conceptualization. To better fit LSI into the context of this present study, Kolb Learning Style Inventory (LSI) was modified into a five-point scale. The modified LSI was validated by 130 tenth graders. The KMO of the scale is .87, and the variance of learning styles can be explained by the modified LSI is 50.34%, which stands for good construction reliability. The findings of the study included: (1) Students learned with cooperative learning strategy, STAD, performed significantly better than those who received lecture-based instruction. (2) Learning styles did have influence on students’ learning performance in math. Students with converging learning style performed better than those with other learning styles. (3) In lecture-based instruction, students with converging and diverging styles performed better in the math test than those with accommodating styles. (4) No significant interrelationship was found between the employed teaching strategies and student learning styles. Key Words: learning styles, cooperative learning, mathematics education
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Tsai, Kun-jung, and 蔡昆榮. "Veterans participate in Vocational and Technical Training, Learning Motivation, Learning Attitude, Learning Inputs And Learning Effectiveness." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/29524425900484802674.
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碩士國立雲林科技大學
資訊管理系碩士班
100
The young age of the Veterans brothers contribution to life to the country, after the war, most of them facing the dilemma of employment difficulties, Veterans Affairs Commission Executive Yuan, R.O.C. For this reason, Proud of the vocational and technical training, and look forward to once again put into the workplace through vocational and technical training, veterans can successfully find the ideal job. The empirical study aims at the Veterans for job, to accept vocational and technical training of Veterans Affairs Commission Executive Yuan, R.O.C. To investigate between learning motivation, learning attitude, learning inputs and learning effectiveness and the dimensionsthe association The total of 350 questionnaires were valid questionnaires were obtained for 314, effective response rate was 89.7%. The application of structural equation modeling empirical results show that the measurement model and structural model of this study are to have a good fit to model a total of six hypotheses are supported. This study found that learning motivation and learning attitude has a direct effect on the learning effectiveness , and joining the study into mediating role, not only has a significant effect, the overall effect (direct effect + indirect effects) are greater than the direct effect, said the study and put into the mediating effectBack. In conclusion, public and private vocational and technical training institutions to enhance students'' learning outcomes, learning inputs to strengthen the focus.
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Chen, Meei-Ling, and 陳美伶. "Vocational High School Students' English Learning Motivation and Their English Learning Behaviors." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/95458713023447825346.
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碩士東海大學
外國語文學系
95
Vocational High School Students’ English Learning Motivation and Their English Learning Behaviors Meei-Ling Chen Adviser: Dr. Jung-Han Chen ABSTRACT This study aimed at investigating vocational high school (VHS) students’ English learning motivation and their English learning behaviors and examining relationships between them. In this study English learning behaviors were divided into in-class and outside-class learning behaviors. The researcher also examined significant differences in VHS students’ English learning motivation and English learning behaviors between students of different English achievement levels. Moreover, the researcher looked into the relationship between in-class and outside-class English learning behaviors. Finally, the researcher examined if English learning motivation can be used to effectively predict in-class and outside-class English learning behaviors and if the resulting predictive relationships would vary subject to students’ English achievement levels. Participants in this study were 422 second-year vocational high school students, including 360 males and 62 females, from one vocational high school in central Taiwan. All the participants had studied English as a foreign language in formal school settings for at least four years, three in junior high schools and one in the present vocational high school. After entering the vocational high school, they had to take two monthly English exams and one final each semester; nearly all of them would take the national English exam for entering universities of technologies in Taiwan. The instruments for this study included three questionnaires in Chinese. First, the Basic Personal Background Information Questionnaire contained 10 items designed by the researcher of the study to collect the participants’ basic background information. Second, the English Learning Motivation Questionnaire was composed of 24 5-point Likert scale items adapted from Gardner’s (1985) AMTB (The Attitude/Motivation Test Battery). Third, the English Learning Behaviors Questionnaire had 48 5-point Likert scale questionnaire items, including 24 in-class and 24 outside-class items, either adapted from Oxford’s (1990b) SILL (The Strategy Inventory for Language Learning) or designed by the researcher of the study. Three school-wide English achievement exams, with reading, writing, and listening components, were collaboratively prepared by the English teachers at National Taichung Industrial High School and were used to evaluate the participants’ English achievement levels in this study. The computer software package SPSS 12.0 for Windows was used to organize, compute, and analyze the data of this study to provide results of both descriptive and inferential statistics. The significance decision level for all statistical significance tests was set at < .01. Frequency distribution and descriptive analyses were performed on the basic personal background information items, the English Learning Motivation items, and the English Learning Behaviors Questionnaires items. For inferential statistics, one-way ANOVA was used to test, respectively, the significant differences in English learning motivation and in-class and outside-class English learning behaviors between the high, mid, and low achievers. Moreover, Pearson correlation was used to examine the relationship between in-class and outside-class English learning behaviors. Finally, simple regressions were performed to test, respectively, the significance of the predictive relationships between English learning motivation and in-class and outside-class English learning behaviors, and to test the significance of the effect of English achievement level on such predictive relationships. The major findings of the study are summarized as follows. First, in general VHS students in Taiwan do not manifest strong motivation to learn English; however, higher English achievers appear to have stronger motivation than do lower achievers. Second, in general VHS students do not show enough English learning behaviors and they engage in more in-class than outside-class English learning behaviors. At the same time, higher English achievers tend to show more in-class English learning behaviors than do lower achievers, while such significant difference seems to only exist between rather high and rather low achievers when it comes to outside-class English learning behaviors. Third, there is a positive significant correlation between VHS students’ in-class and outside-class English learning behaviors. Finally, VHS students’ English learning motivation can be used to effectively predict their in-class as well as their outside-class English learning behaviors, regardless of their different English achievement levels. Key words: English learning motivation, English learning strategies, English learning behaviors, English achievement, vocational high school students
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Wu, Shu-Ju, and 吳淑如. "The Research of Cooperative Learning in Mathematics Learning Achievement of Vocational Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/87tj33.
Full textAbstract:
碩士淡江大學
教育科技學系碩士在職專班
106
In recent years, due to the vigorous development of technical and vocational colleges and universities, the education channels for further studies are more diversified. Most vocational students choose to continue their studies instead of to obtain employment. However, students are less capable of basic subjects and also lack of self-learning ability. Therefore, since researchers have been teaching in higher vocational education for many years, researchers have consistently used the same traditional teaching methods. Researchers are convinced that as long as the teachers are serious and responsible for educating and imparting knowledge to students, students will certainly feel and must return teachers in the same attitude. However, over the past few years, researchers have found that the degree of higher vocational students is deteriorating year by year, and that the students have been less and less confidence in the study of mathematics. Even the most students cannot find the learning goals. The more serious cases are to give up mathematics. Therefore, in the face of bottleneck in teaching, researchers designed group learning materials, utilized group cooperative learning, group competitions, and individual examination methods. At the same time, to incorporate the students'' feedback, observation, student interviews and teacher self- review to change the teaching method. Researchers adopt the “cooperative learning” teaching method in class and conduct action research on students. This enabled the students to regain the confidence in learning mathematics. At the end, researchers used statistical methods to compare pairs of samples, and verify the results. The students’ learning achievements have indeed improved. Researchers use selves teaching background to create cooperative learning opportunities for self-learning, change students’ mathematics learning achievement, and use the above-mentioned changes in teaching methods to create collaborative learning opportunities for students. Researchers believe this research result can provide applications to other teaching areas in the future.
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Han, Wen-Hui, and 韓文惠. "A Study of Vocational High School Students’English Learning Motivation, Learning Style, Learning Strategy and English Learning Achievement." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90573972222163331105.
Full textAbstract:
碩士國立中正大學
外國文學所
97
The study aimed to investigate the effects of English learning motivation, learning style and learning strategy on Taiwanese vocational high school students’ English learning achievement. In addition, it examined other variables such as gender, different field, past learning experience and time which may affect vocational high school students’ learning motivation, learning style, learning strategy and learning achievement. Participants of this study were 343 11th graders from nine departments of a vocational high school in southern Taiwan. The data were collected mainly from a 5-point Likert-scale questionnaire which includes three parts: one based on Deci and Ryan (1985), another based on Reid (1987), and the other based on Oxford (1989). Students’ English learning achievement was measured by school three term examinations in the first semester of 2008-2009 school year. Data were analyzed by t-test, Pearson correlation, regression, ANOVA and MANOVA. The significance level was set at .05. Results of the study include five parts. First, the vocational high school students preferred extrinsic motivation most and least preferred extra curricular learning motivation. Most Taiwanese vocational high school students were found having medium motivation when learning English. Second, the most preferred learning style was group style and the least preferred was individual style. The participating students were all medium users of learning style. Third, the most used learning strategy was compensation strategy and the least frequently used was metacognitive strategy. Fourth, there were significant correlation between learning motivation, learning style, learning strategy and learning achievement. High-achievers adopted extrinsic motivation and intrinsic motivation more than low-achievers; high-achievers preferred kinesthetic and group styles more than low-achievers; high-achievers used cognitive and metacognitive strategies more frequently than low-achievers. Fifth, for overall learning, girls’ learning motivation, style, and strategy use were more than boys. Students’ learning motivation, style and strategy use in commerce departments were more than those of students in industry departments. Girls with high and low-achievement had stronger learning motivation and used more learning styles than boys with high and low-achievement. However, boys with high and low-achievement preferred to use more learning strategies than girls with high and low-achievement.
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王吟詩. "ENGLISH LEARNING STRATEGIES AND ENGLISH LEARNING BELIEFS OF VOCATIONAL HIGH SCHOOL EFL STUDENTS." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/81566203297653534860.
Full textAbstract:
碩士國立高雄師範大學
英語學系
96
ABSTRACT The aim of the current study attempts to explore vocational high school EFL students’ use of English learning strategies and their beliefs about English learning, followed by the investigation of the relationships between their use of strategies and their acquired beliefs. This study also examined gender effect on the two variables of learning strategy and learning beliefs. Students’ most and least often used English learning strategies were explored. EFL learning beliefs with which students agree and disagree most strongly were explored as well. A total of 222 11th-grade students participated in the study, including 127 male students and 95 female students. The data was collected by using two self-report questionnaires, Oxford’s (1990) Strategy Inventory for Language Learning and Horwitz’s (1987) Beliefs About Language Learning Inventory. The quantitative analysis of the questionnaires was conducted through descriptive statistics, t-test analyses and Pearson correlation analyses. The following are the main findings: 1. Compensation strategies are reported as being used most frequently, while affective strategies are the least frequently used strategies. 2. Statistically significant gender differences in all the six strategy categories are found. Female students reveal more frequent use of English learning strategies than males. 3. Students strongly believed that speaking ability in English is an attainable goal and showed strong instrumental motivation for learning English. 4. Statistically significant gender differences in two of the five belief categories are found: strategies of learning and communication, and learner motivation. Female students are found holding the two belief categories more positively than male students. 5. Vocational high school students’ EFL learning strategies were positively related to their EFL learning beliefs. Finally, based on the findings of the study, pedagogical implications were proposed, and directions for future studies were suggested.
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LEE, YUNG-TZU, and 李勇賜. "Exploring competency oriented the learning efficiency of vocational training by learning motivation and self-regulated learning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/4m4k5d.
Full textAbstract:
碩士佛光大學
管理學系
107
As high education gradually becomes the basic threshold for seeking work, professional and technical personnel are increasingly valued by the industry. Under the dual pressure of business needs and job competition, the search for training courses that meet their own interests, improve their knowledge and skills, and obtain professional licenses has gradually become the best choice for the public. This study is aimed at the four categories of courses handled by the government in the Yilan area. In the same year, we received pre-employment training from the same institution to explore the relationship between the motivation of students' learning motivation and the degree of self-regulated learning during the training period and the effectiveness of learning. First, obtain relevant data by questionnaire. In terms of learning motivation, the analytic hierarchy process method was used to obtain the importance of learning motivation to influence learning outcomes. In the aspect of self-regulated learning, the students' knowledge of the different learning modes is obtained from the questionnaire data, and the variance of the four categories of self-regulated learning is compared by using the variance analysis. Finally, the design of experiments is used to analyze the learning outcomes of the best combination. This study used three analytical methods and considered the students to find the most effective learning effectiveness assessment under different learning styles. The research found that there are six points: 1. "Be aware of the benefits of participating in training" is the main motivation for participants to participate in training; 2. The learning motivation of "knowing like-minded friends" has the greatest impact on learning; 3. The learning outcomes of different categories are significantly different; 4. The learning outcomes of different learning models are significantly different; 5. Categories and learning There are significant differences in the learning outcomes of the model; 6. The conditions that affect the best learning outcomes are the learning style, practice site and number of exercises.
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Huang, Shyue-Tarng, and 黃學堂. "The Effect of e-Learning on Vocational High School Students’ Learning Achievement with Different Learning Styles." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/15901027000375531250.
Full textAbstract:
碩士國立臺灣師範大學
工業教育學系在職進修碩士班
95
Abstract This study aimed to investigate how e-learning affects vocational high school students with different learning styles. To achieve this purpose, quasi-experiment research method and personal interview was adopted to explore students’ achievement of e-learning. In addition, as a supporting material, interviews with teachers and students were also made to understand their attitude toward the media of e-learning. Students of two classes in first grade in a vocational school were recruited as the samples of this study; and the teaching experiment was performed for four weeks. Of these two classes, one was classified as experimental group which received e-learning program, and the other was classified as control group which received conventional teaching program. The instruments adopted in this study included “Kolb learning style measurement survey” and “The evaluation tool for the principle of computer Internet course”. To verify the hypothesis, the statistical method of Two-way ANCOVA analysis was adopted for dealing with this process. The results are summarized as follows: 1.Under the interaction of different leaning styles and receiving different teaching methods, a significant difference was found in the learning achievement of “the principle of computer Internet” in basic computer concept theory. 2.Among the students with different learning styles but receiving the same teaching method on “the principle of computer Internet” , those who belong to “accommodator style” achieved the best result and those who belong to “diverger style” achieved the worst learning result. 3.Among the students having the same learning style but receiving different teaching methods on “the principle of computer Internet” in basic computer concept theory, those who belong to “accommodator style” and “converger style” achieved better result by receiving e-learning program than conventional teaching program. 4.Based on the result of individual interview, most students showed a positive attitude towards this e-learning media because they became more active and enjoyed more extensive leaning than they used to be. Particularly, learning in a more private environment which e-learning media can provide is especially favorable to the students who are shy and introvert. Teachers also found that the reason why some students are hesitant to answer questions is not that they are reluctant to do so but they dare not do so, or they are afraid to be mocked by their classmates. Therefore, it is necessary to establish different educational environments according to each student’s learning trait. Key words: basic computer concept, learning style, e-learning, learning achievement
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Modrakee, Mallika. "Vocational Education Development in a Work-Based Learning Programme." 2005. http://eprints.vu.edu.au/315/1/315contents.pdf.
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This study is an action research investigation to develop a work-based learning programme for vocational students at Aksorn School of Technology Pattaya, Thailand. Historically, vocational education has been primarily school-based with the emphasis on teacher-led instruction and scant workplace experience. This resulted in major weaknesses in student preparation and readiness for the work environment. The aim of this study was to install a work-based learning programme to give students better preparation for the workplace, and give them contextual experience of work practice through work placements, and then evaluate the outcomes of the experience. By providing students with greater practical exposure to the workplace culture and conditions, the study endeavoured to foster skills, competencies, and a mindset suitable for the world of work. The project was overseen by a committee of stakeholders, and facilitated by the researcher. The study followed two cohorts of ten students over two action research cycles of three months each. Data were collected via student focus groups, observation, field notes, interviews, and analysis of documents, including student journals, and employer and teacher assessments. The outcomes from the study have indicated that a work-based learning programme has the potential to address many of the problems facing our students in their career development. Furthermore, the disciplines imposed in conducting the enquiry made all the participants involved examine their own work practices and, has been a contributory factor towards the stakeholders' professional development..
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Shen, Tsung-cheng, and 沈宗誠. "Applying Mobile Learning to Vocational Training Courses: an Analysis." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/50328907367835733366.
Full textAbstract:
碩士長庚大學
資訊管理學研究所
97
Education is the fundamental infrastructure of evolving knowledge, and the ability to transfer knowledge is the critical factor to personal as well as organizational growth. The purpose of this thesis is to explore additional means of knowledge delivery, with the hope of using its characteristics to enhance learning. With the advent of information technology, using mobile devices as part of the learning process gradually becomes feasible. Taking advantage of mobile device’s characteristics of “anywhere” “anytime”, there is potential for mobile device to break new grounds in learning and training. Education commonly can be separated into “teaching” and “learning” components. In terms of the locality where education takes place, it can be separated into “fixed-location” and “nonfixed-location”, and the transferring of knowledge can take place in the form of “synchronized,” “asynchronized,” and “blended” learning. The “nonfixed-location” is in fact synonymous to mobile learning, and “self-directed learning” is the “learning” component of education. In distance learning, it is important to note that the weight of responsibility must shift more towards the learner, away from the teacher – in order for distance learning to be effective. This research develops a PDA-based mobile learning system for a vocational training school. This research focuses on the classification of knowledge. This include determining whether certain material is suitable for mobile learning, and whether the learning materials should be kept on the mobile devices or to be stored on a central location, accessed through wireless connections. This research uses courses in the technology practical training section of a vocational training program as the subject. We first identify training materials which are suitable to mobile learning. Students are divided into two classes: one of “information technology” type and one of “non-information technology” type. Each class are further divided into three groups of “using mobile learning device,” “not using mobile learning device,” and a “control” group to study the effect of mobile learning devices in vocational training programs.
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Yuan, Chang Chien, and 張建原. "The Study on Mobile Learning at Vocational High School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/08595342189493017876.
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博士國立高雄師範大學
工業科技教育學系
104
The key to a nation’s competitive force lies in education. With the technology advances, there is no national border and the competition among countries is becoming more intense. Therefore, how to make use of advantages and resources to obtain a leading role worldwide becomes extremely important. The era of Internet of Things is approaching. Thanks to the improvement of Internet technology and the rise of mobile device, the construction of APP learning program on campus to upgrade students’ motivation will become a new trend, which is a good example of blending technology and teaching. In this study, the teachers at vocational high school apply new technology into learning courses, gradually inducing a learning environment of flipped classroom through clouding construction, you-tube materials, mobile APP on Google Play, and then help students discuss and forward their feedback or response via Line or Face though cellphones, iPads, or notebooks. The research approach adopts literature analysis, interview, pre-experiment design, questionnaires and so on. The contents of questionnaires focus on technology acceptance model and the subjects are 187 students of commerce and management program at Haicing Vocational High School. Through SPSS, AMOS statistical data analysis, the statistical methodology is composed of descriptive analysis, item analysis, investigating and experimental factors, t-Test, one-way analysis of variance, and structural equation models. The results will be used to estimate whether the style of mobile learning system is applied in teaching at vocational high schools. The following findings are the results of this study. 1. As to the current status of mobile learning at vocational high school, most of the courses are mainly based on subjects like computer information and then general subjects. 2. Only a small proportion of students with different backgrounds have significant difference on the variables such as perceived ease of use, user intentions, perceived usefulness, outgoing quality, learning satisfaction, and learning efficiency. 3. The accommodation of theory construction and experimental data on perceived ease of use, user intentions, perceived usefulness, outgoing quality, learning satisfaction, and learning efficiency is significant. 4. The results of confirmatory factor analysis show that standardized factor loadings, accommodation of all levels, and average variance extracted volume don’t reach the ideal requirement as a whole, but they are acceptable. Besides, the combined reliability conforms to standard value. In general, convergent validity in measurement mode is comparatively good, while its discriminant validity is almost perfect. 5. After open interviews, the majority of teachers think that creating digital teaching materials is not easy but a heavy loading because the planned rate of replacement for information materials is too fast.
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Yang, Yu-Fen, and 楊宇棻. "A Study of Collaborative Learning on Vocational High School Students of Chinese Learning Attitude and Learning Effectiveness." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/suj76a.
Full textAbstract:
碩士國立臺北科技大學
技術及職業教育研究所
106
The padagogy of Collaborative Learning aims to help the teacher to present the content of the Chinese class vivdly in a short period of time, and it may also be used in combination with other different teaching strategies to meet the students with different traits. Inspire students learning attitudes while improving student learning. The purpose of this study is to explore the effectiveness of collaborative learning in the integration of vocataional high school students in learning efficacy and learning attitudes in the Chinese class. There are two main purposes: First, to analyze the impact of collaborative learning on students learning outcomes after integrating into the voacational high Chinese calss. Second, to understand the impact of collaborative learning on the learning attitude of students after the integration of technology-based Chinese liberal arts courses. This study was conducted in a quasi-experimental study method. A group of 108 students from a private vocational high school in Taipei City were selected as the experimental subjects. One class was the experimental group and the other was the control group. The experimental group used a collaboraitve learning strategy to in Chineses class, while the control group used the traditional language lecturing method. A total of eight weeks of teaching experiments were conducted to understand whether there were differences in the learning efficacu and learning attitudes of the two groups of students in the subject of Chinese. The research results show that: First, It would strengthen the students’ learning attitude through imbedding the collaborative learning in Chinese subject of senior high school . Second, It would increase the students’ learning achievement through imbedding the collaborative learning in Chinese subject of senior high school . Third, It did make the students who involve more in group discussion through imbedding the collaborative learning in Chinese subject of senior high school .
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Huang, Szu-Yun, and 黃思芸. "A Study of Chinese learning attitudes and learning difficulties of Vocational High School Students." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/14245626669003242688.
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碩士國立雲林科技大學
技術及職業教育研究所碩士班
93
The major aim of this study was to investigate the situation of the vocational school students between their Chinese subject learning attitude and learning difficulties. The survey instrument was used to collect data needed in the study. The population of this study includes fifteen public and private vocational schools in Yulin county and Nantou county. Out of 1750 questionnaires distributed, 1476 were completed and used in this study. The usable returned rate was 89%. Statistic techniques were employed in the study, including descriptive statistics, t-test, one-way, ANOVA, Person’s product correlation and multiple regressions. The major findings of this study are summarized as follows: (1) The vocational school student’s Chinese learning attitude were indicated negative and passive. (2) The vocational school student’s Chinese learning difficulties were showed at a higher degree. (3) There were statistically significant differences between sex, the categories of schools, their majors, the scores of Chinese subject and the preview and review Chinese subject time every week in average on Chinese learning attitude of vocational school students. (4) There were statistically significant differences between students’ grades, majors, the scores of Chinese subject and the preview and review time Chinese subject every week in average on Chinese learning difficulties of vocational school students. (5) The relationship between Chinese learning attitude and learning difficulties was significant. (6) Vocational school students of the scores of Chinese subject and the preview and review Chinese subject time every week in average command a good predictability to Chinese learning attitude and learning difficulties. Finally,th study recommends that the teachers should use the result of the study to improve the students’ Chinese learning and teachers’ teaching method.
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Li, Ming-Hsing, and 李明興. "The Learning achievement of Applying Cooperative Learning Approach in the Specialized Subject at Vocational." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/34241923611085287695.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
89
ABSTRACT The purpose of the research was to identify the achievement of applying cooperative learning self-efficacy of learning, and classroom climate of specialized subjects at vocational senior high school. The research started from constructing the foundation of research by describing the theoretical background and the meaning, characteristics, methodology, and process of cooperative learning. The application of an experimental approach served to verify the efficacy of “student team-achievement divisions”. The experiment proceeded as a quasi-experimental pretest-posttest design. The samples, consisted of two classes in 10th grade, were from department of electronic at a vocational senior high school. The experimental class and control class were given cooperative learning approach and traditional instrument respectively and the experiment last for six weeks. The instructions of the research included“achievement test in basic electronics”, “classroom climate questionnaire”, and “self-efficacy questionnaire”. The analysis was based on independent sample t-test, and analysis of covariance. The major findings of the research were as follows: 1.The results in total scores of “learning achievement”, “knowledge understanding” and “application analysis” in specialized subjects showed no significant difference by applying cooperative learning approach. 2.There was significant difference in the “self-efficiency”, its scales of “self-growth”, and the appearance of “behavior awareness”. However, the results in terms of “ability awareness”, “ability consciousness”, and “learning structure”, showed no significant difference. 3.The achievement in the total scores of “classroom climate” in terms of “teacher’s support”, “classmate’s support”, “satisfaction” and “curriculum recognition” showed significant difference. However, the scale of “cohesion” had low achievement. Finally, recommendations were made, based on the findings and results, for application of cooperative learning approach in specialized subjects and for further studies. Key words: cooperative learning, classroom climate, self-efficacy, learning achievement
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Chang, Chun-Jun, and 張俊仁. "PBL in the Public Vocational Grade 3 Student''s Learning Satisfaction and Learning Outcomes." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/684y65.
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碩士國立臺北科技大學
技術及職業教育研究所
101
The study was aimed to apply Project based learning to enhance student''s learning performance and learning satisfaction. In recent years, numerous studies have found that the teacher centered classroom is not effective for learning. PBL is considerate as an alternative teaching strategy that can broden student knowledge base , apply their skills into real world project , increase creativity as well as enhance student''s problem-solving ability .Thus, the present study was aimed to apply project based learning to promote student''s learning interest and , learning performance and learning satisfaction. The research was conducted with quasi-experimental design and randomly selected seventy two students at the public casting of a Industrial Vocational High School The empirical data showed t as following (1) There were significant differences between experiment group and control group on self-rated learning performance . (2) There was no significant difference between experiment group and control group on learning satisfaction.
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TENG, SHUN-FANG, and 鄧舜方. "The Relationship between Learning Attitudes and Learning Disturbances of Continuation Vocational High School Students." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/56675519629350106520.
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碩士南台科技大學
技職教育與人力資源發展研究所
96
Abstract The purpose of this study was to investigate the students' attitude and learning disturbances at continuation vocational high school students In Kaohsiung. The results will hopefully serve as improvement teaching and counseling references. This study adopted questionnaires as the investigative tools. The subjects were 787 three-grade students of continuation vocational high school . The returned-rate of valid questionnaire was 84.9%. The statistical analysis procedures included the frequency distribution, percentage, mean, standard deviation, t-test, one- way ANOVA and Pearson’s correlation are adopted. Based on related literature and the results of this study, the researcher tried to make some suggestions helpful continuation vocational high school students to learning and for the follow-up research. The main findings are as following : 一、There were positive learning attitudes and low-degree learning disturbances on continuation vocational high school students. 二、Students’ background variables of different gender, employment situation and age had significant differences on learning attitudes. 三、Students’ background variables of different vocational group, employment situation and housing situation, family structure and family socio-economic status had significant differences on learning disturbances. 四、Students’ learning attitudes and learning disturbances were negatively correlated. 五、Students’ background variables of different gender and employment situation in average command a good predictability to learning attitudes. 六、Students’ background variables of different vocational group, employment situation and housing situation in average command a good predictability to learning disturbances. Keyword: continuation vocational high school students, learning attitudes, learning disturbances.
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Liu, Chong-Han, and 劉重含. "The Effect of Electrical Engineering Equipment Personnel Learning Attitude, Vocational Skills and Learning Effectiveness." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/nvnam8.
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碩士義守大學
資訊管理學系
107
In order to explore the relationship between learning attitudes, vocational skills and learning outcomes of electrical equipment personnel, this study, under the guidance of the above research motivation, collects relevant literature analysis and expects to be able to learn attitudes, vocational skills and learning effectiveness for electrical equipment personnel. The method of extending the problem and then solving it, the specific research purpose (1) comparing the relationship between learning attitude, vocational skill and learning effectiveness of Electrical Engineering equipment personnel with different backgrounds. (2) Understand the influence of the learning attitudes and professional skills of motor equipment personnel. (3) Analyze the influence of learning attitudes and learning effectiveness of motor equipment personnel. (4) Exploring the impact of the vocational skills and learning effectiveness of electrical equipment personnel. The study found (1) the differences in learning attitudes, vocational skills and learning outcomes of electrical equipment personnel with different backgrounds. (2) Understand the differences in learning attitudes and occupational skills of motor equipment personnel. (3) Analyze the differences in learning attitudes and learning outcomes of electrical equipment personnel. (4) Exploring the differences in the vocational skills and learning outcomes of electrical equipment personnel.
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NIAN, JHEN-HONG, and 粘振鴻. "A Study of the Relationships between Learning Motivation and Learning Satisfaction in "Practical Project Vocational Hand in Hand" Curriculum of Vocational High School Students." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/wxtksv.
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碩士朝陽科技大學
休閒事業管理系
106
This study discusses the relationship between learning motivation and learning satisfaction of higher vocational students attending “Project development under technical and vocational guidance” course, senior students are chosen as research objects. The questionnaire survey was conducted under the census sampling method, a total of 1,639 questionnaires were issued, 339 invalid questionnaires were deducted,and 1300 were returned, the effective recovery rate was 79.32%. The results showed that there were significant differences in learning motivation among students with different backgrounds, and there is a more obvious difference of the number of instructions on students’ learning motivation. In addition, through variance and Pearson product-moment correlation coefficient analysis, it is found that there is a significant correlation between learning motivation and learning satisfaction of higher vocational school students who attended the course of “Project development under technical and vocational guidance”, the former also has a significant influence on the latter. Our research recommends that higher vocational school students who participate in “Project development under technical and vocational guidance” courses should set up a project development related to their specialty, or a project that they are interested in. This can improve the students’ learning motivation and affect their learning satisfaction positively, the content creation within the learning achievements will be more complete, and more critical questions can be asked when interacting with a teacher, which can also improve interpersonal relationship between teachers and students and peer relationship.
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Chen, Ney Sy, and 陳內思. "Feasibility of Advancing Supplementary Vocational High Schools as Learning Organizations." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/57933854586727365233.
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碩士國立彰化師範大學
工業教育學系
89
Abstract The main purpose of this study was to investigate the feasibility of advanced schools to implement learning organization. The study explored the basic ideas of learning organization, investigated and analyzed the possible variations of members and environment within advanced schools while implementing learning organizations. The study employed the questionnaire survey. A total of 829 valid samples consisted of advanced school educators, including teachers and employees, from both public and private schools in Taiwan. The collected data was then analyzed by using t-test, one way ANOVA and one way MANOVA. The conclusion was drawn as follows: 1. It is workable for advanced school implement learning organization. 2. There were significant differences in educators’ view of implement learning organization in terms of gender, seniority, academic degree and duty. 3. There were significant differences in educators’ view of implement learning organization in terms of the schools’ size while there was no difference in term of schools’ location. Based on the conclusions, suggestions related to educational administration agencies, advanced school and further research were also provided as follows: 1. Deduct the size of school in order to implement learning organization. 2. Employ the administration and teaching experience of senior teachers to organize learning teams. 3. Modify the duty of teachers in order to change the fixed intellectual model.
48
Kan, Ming-Yu, and 甘明玉. "Aboriginal Tribe, Vocational Heaven -- Example of Wang Xiang Learning Organization." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/4269m9.
Full textAbstract:
碩士靜宜大學
管理碩士在職專班
98
Wang Xiang tribe, located at Xin Yi village Nantou county, developed her own distinguishing features of tour industry, cultural activities, and bringing up the economical activities by Taiwan Aborigine Tribe Sustainable Developmental Association. This research project goes through the interrelationship between association, the resident, B&B contractors and tourists, discussing the association’s contribution for establishing the learning organization for the residents, contractors, and their living environment, appealing the tourists for sightseeing by carrying a deep interview. This research obtains substantial interview information of one association worker, three B&B contractors, three tourists. The researcher attempted to find the history of developing learning organization, construction of tribal unit, management of B&B by association; to trace the willing of joining the management of association from B&B contractors, to analyze the contribution of association for the living environment and resident. The researcher also wanted to realize the quality of the B&B from the view of B&B contractors and tourists using the questionnaire of B&B quality checklist The contributions of association in the “talent resource creation”, “landscaping”, and “property making” were so outstanding by running the learning organization. The B&B contractors are willing to cooperate with the management of association. The tourists wished coming back to this tribe cause of the beautiful scenery, the enthusiastic people, and the primitive environment.
49
SUN, PEI-HAN, and 孫沛涵. "An Evaluation of English E-learning in Vocational High School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/jpnbe6.
Full textAbstract:
碩士國立高雄科技大學
海事資訊科技系
107
The purpose of the study was to assess the effect of the digital platform(Google Classroom)-integrated approach on English learning effectiveness and motivation of the vocational high school students. The subjects, 91 second-grade students from 3 classes in a Maritime and Fishery Vocational High school in Pingtung County, underwent the eight-week digital platform-integrated approach experiment. Based on the “English Achievement Tests, the “English Learning Motivation Inventory,” and the “Digital Platform-Integrated Approach Opinion poll,” the quantitative design was administered to collect the data before and after the courses. The results revealed: 1. Compared with the scores in Exam1, in which no digital approach was applied, 16%, 16%, 13% respectively highlighted the improvements of three classes in Exam2; 11%，7%，7% respectively highlighted the improvements in Exam3. 2. Exam2, scoring better than Exam1, t- tested above 85% significance level, declaring a near significant effect, but without delayed effect in Exam3. 3. English learning motivation was promoted respectively by 7%, 6%, and 4% for three classes. 4. Concerning language skills, speaking was the Achilles’ heel of most Taiwanese students; instead, they had the preference to scaffolding “sentence pattern exercise” and to cooperative “rephrasing vocabulary teamwork.” The study concluded: Digital platform-integrated approach had a near significant effect on the English learning effectiveness; English learning motivation could be promoted; low-achievement students needed more scaffolding learning guidance. The study findings might serve as a guide for further research on English learning.
50
Lin, Mei-Ching, and 林美靖. "A study on learning attitudes and learning distrurbances toward vocational commercial senoir high school students." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/58754071809164245408.
Full textAbstract:
碩士國立彰化師範大學
工業教育學系
92
ABSTRACT The purpose of this study was to identify the students' attitude and learning disturbances at vocational commercial senior high school in Taiwan. The results will hopefully serve as improvement teaching and counselling references . The researcher of this study applied questionnaires survey the way, carries on the material the analysis and the conclusion. The questionnaire was composed of three parts: the background of student, the attitude toward learning, and the learning disturbances. The subjects were systematically selected from vocational commercial senior high school in Taiwan. The total valid returned questionnaires were 1,699. So as to understands situation of students' attitude and learning Disturbances. The statistical analysis procedures included the means, percentage, standard deviation , t-test, one- way ANOVA ,Chi-square, product-moment correlation. The main findings were as follows: 1.Generally, students of vocational commercial senior high school hold positive learning attitude. 2.Students with different backgrounds presented significant differences in terms of attitude. More positive and favorable attitude were found among the public vocational school students, international trade students , and academically advantaged students. 3.Students with different backgrounds presented significant differences in terms of learning disturbances. More learning difficulties were found among the male students, private vocational school students, business management students, and academically disadvantaged students. 4.The main six factors of learning disturbances were: 1) I were worried about failure in college entrance exams, 2) The press of the diploma from society, 3) I were passive in learning, 4) There were too many tests, 5) My performance was unable to meet teacher’s requirements, 6) Teacher stipulated too many assignments. 5.Students with different backgrounds presented significant differences in terms of learning disturbance. 6.Students' attitude and learning disturbance were negatively correlated.