| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 95 === This study was to explore the self-efficacy and active learning among the students who joined the power tech contest. This study also analyzed the difference between different background students’ self-efficacy and active learning, and analyzed that whether students’ background can influence self-efficacy and active learning. In advance, this study explored the relationship between self-efficacy and active learning.
In order to achieve the research purpose, this study built the theoretical foundation by literature review. Then, researcher developed the research tool: the invest questionnaire of the self-efficacy and active learning among students in power tech contest. The subjects were 413 elementary school and junior high school students who joined national power tech contest in 2006. In the study, the statistics methods used to analyze data included description statistics, t test, one-way ANOVA, two-way ANOVA, and canonical correlation analysis. The findings of this study were as follows:
1. Students in Power Tech Contest had moderate-high degree of self-efficacy.
2. Students in Power Tech Contest had moderate-high degree of active learning.
3. There were significant differences of self-efficacy among students with different gender, group type, people number of team, male number of team, the combination of class, and tutor.
4. There were significant differences of active learning among students with different gender, group type, people number of team, male number of team, the combination of class, and the combination of grade.
5. There were significant interactions of active learning among students' self-efficacy and background variables (different favorite subject, male number of team, female number of team, the combination of class, the combination of grade, and tutor).
6. There were significant interactions of self-efficacy among students’ active learning and background variables (different female number of team, and the combination of class).
7. There is significant correlation between students' self-efficacy and active learning.
According to the study findings, this study provided four commentaries for school and education administrations, teachers, and following researches.
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