| Summary: | 碩士 === 國立臺灣科技大學 === 技術及職業教育研究所 === 90 === The purposes of this study were to examine the influence of different types of feedback on vocational high school female students’ learning motivation and academic achievement. The study also investigated the motivational factors（e.g. self-efficacy, task value, test anxiety）influencing vocational high school female students’ academic achievement. The quasi-experimental design was applied in the study. Two experimental groups received norm-referenced feedback and criterion-referenced feedback respectively; while the control group received no feedback. Prior to the main study, two pilot studies were conducted on vocational high school students in the northern Taiwan. Pilot study 1 showed good reliability and validity for the questionnaire. Pilot study 2 indicated that different types of feedback had affects on students’ academic achievement. A total of 140 students from three classes of the first-grade female students were selected and randomly assigned to three feedback conditions in this main study. These students were enrolled in the course of “The Computer Introduction”. The results showed that the types of feedback caused no significant differences on female students’ academic achievement. Moreover, students receiving score feedback had higher self-efficacy than those receiving no feedback. However, there was no significant difference on self-efficacy between criterion-referenced feedback and norm-referenced feedback. This study also indicated that the female students’ academic achievement was strongly influenced by their task value. Furthermore, from the follow-up interviews, it is found that the experimental accuracy had also affected by test types and concurrent events. Implications and suggestions for future research were also provided.
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