| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 97 === The purpose of this study was to investigate the learning attitude, learning motivation and learning achievemnt of students enrolled from diverse entrance mechanism in the machinery departments of four-year technological universities and colleges. A self-developed questionnaire of learning attitude, learning motivation and learning achievemnt of students with diverse backgrounds in the machinery departments of four-year technological universities and colleges was applied. The participants were the first and second year students of machinery departments of public and private four-year technology universities and colleges in Taiwan. Students from 16 schools were selected with stratified random sampling method. A total of 1,555 questionnaires were sent out with 1,213 returned, in which 1,052 were usable. The valid return rate was 67.7%. The results were analysed with frequency distribution, mean, standard deviation, percentage, t-test, one-way ANOVA, Scheffé method, and Pearson’s product-moment correlation.
The results of the study were as follows:
1. The evaluation of students’ learning attitude was somewhere between “undecided” and “satisfied.”
2. The evaluation of students’ learning motivation was somewhere between “undecided” and “satisfied.”
3. The evaluation of students’ learning achievement was “good.”
4. Students’ entrance background had significant influence on their learning attitude and learning motivation.
5. Students’ identification and Schools under had significant influence on their learning attitude.
6. Students’ identification and Schools under had significant influence on their learning motivation.
7. Students’ Schools under had significant influence on their learning achievemnt.
8. Students’ overall learning attitude was significantly correlated with their overall learning motivation.
9. Students’ overall learning attitude was significantly correlated with their learning achievemnt.
10. Students’ overall learning motivation was significantly correlated with their learning achievemnt.
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