| Summary: | 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 investigate the inclination and analyze the differences on comprehensive high school students’ learning attitudes and learning disturbances. Literature review was conducted to explore theories of learning attitudes and disturbances as the basis of the study and the construct of the questionnaire.
The research data of this study was collected by questionnaire survey. The subjects were 1,101 second-grade students of comprehensive high school in Taiwan. The returned-rate of valid questionnaire was 93.62%. The data was analyzed by using frequency distribution, percentage, means, standard deviation, t-test, one-way ANOVA, Scheffé method, and Pearson product moment correlation. The results of this study were as follows:
1. Generally, there were positive learning attitudes and low-degree learning disturbances on comprehensive high school students.
2. There were significant differences on learning attitudes of all students’ background variables.
3. Students’ background variables of different schools’ location had no significant differences on learning disturbances. However, the others students’ background variables of sex, schools’ attribute, schools’ sort, and achievement scores had significant differences on learning disturbances.
4. Students’ learning attitudes and learning disturbances were negatively correlated.
Keyword: comprehensive high school, learning attitudes, learning disturbances
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