| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 94 === ABSTRACT
This study’s main purpose is to understand the learning satisfactory with “the course of developing and improving aboriginal Vo-tech education” in the context of central Taiwan’s vocational high schools. To probe into the vocational high schools’ aboriginal students’ learning states, learning motive power and learning satisfactory; the different statuses of their individual various items those affecting their learning motive power sense degree and also affecting their learning satisfactory approval degree; the relationship between aboriginal students’ learning motive power and learning satisfactory. Expecting that can bring up some concrete suggestion according to this study and give it to the concerned organizations as a reference of setting the course of developing and improving aboriginal Vo-tech education.
This study uses questionnaire survey method, taking central Taiwan’s vocational high schools’ aboriginal students as the main group and the survey is for overall students. The total number of the questionnaires is up to 188. The contents of this questionnaire include vocational high schools’ aboriginal students’ individual various items, learning motive power measure table and learning satisfactory measure table. The data from the survey uses a computer statistics program SPSS for Windows 10.0 version, in depicting statistics analysis, t-test, one-way ANOVA, two-way ANOVA, Pearson’s product moment and regression analysis ways to cope with this data.
The study results are as follows:
1. For “learning motive power”, aboriginal students give “learning a sharp skill” the highest, and the second are “learning more skills” and “passing license examinees”.
2. For “learning satisfactory”, aboriginal students give “getting alone with the classmates” the highest, the second are “instruction’s contents” and “teaching material’s contents”.
3. There is a huge difference in aboriginal students’ views on learning motive power caused by the variety of schools and aborigines.
4. There is no difference in aboriginal students’ views on learning satisfactory.
5. Aboriginal students’ learning motive power and learning satisfactory are positive-related.
6. Aboriginal students’ learning motive power has the ability to predict their learning satisfactory.
Keywords: aboriginal students, learning motive power and learning satisfactory
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