| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 97 === Abstract
Academic achievement or intelligence development not only influence junior high school and elementary school students’ performance in school, their confidence among peers, teachers, and other people, but also affect their development of school work, enterprise, and career in the future.
The research’s main purpose was to explore the difference and correlation between learning channel and academic achievement or multiple intelligence development of vocational/ senior high school freshmen of different background variables before they were graduated from junior high school.
Based on Theory of Cognitive Development of scholars of Jean Piaget (1996) and Vygotsky (1978), Psychosocial Stage Theory of Development of Erik H. Erikson, and Theory of Multiple Intelligences of Gardner and Hatch (1989), the research adopted stratified random sampling to take samples from 883 freshmen of twenty public and private vocational/ senior high schools in Taoyuan County to do questionnaire, and did the data analysis with the statistic software of SPSS for window 12.0. The analysis methods included Descriptive Statistic Analysis (frequency distribution, percentage, and mean value), and Inferential Statistics Analysis (T-test, One-way ANOVA, Pearson’s Correlation Coefficient, and Multiple Regression Analysis). There were 799 copies of practically effective questionnaire, of which the return rate was 90.49%.
The research findings are as follows:
1. Through mean value analysis, the research found that vocational/ senior high school freshmen’s ratio of “self-study” (mean value was 14.63) was higher than that of “interactive learning with someone of intelligence” (mean value was 11.84) before they were graduated from junior high school.
2. Through differential analysis, the research discovered that among the seven personal background variables of vocational/ senior high school freshmen, at four background variables of studying in public or private school, different learning resources offered by family before they were graduated from junior high school, different inheritance of intelligence, and different self-concept before they were graduated from junior high school, a significant difference existed in both the two learning channels of “interactive learning with someone of intelligence” and “self-study;” at the background variable of studying in different department, a striking difference existed in the channel of “interaction learning with someone of intelligence” only, but not in the channel of “self-study;” at the two background variables of different gender and different mature degree (mentally and physically) before they were graduated from junior high school, a conspicuous difference existed in the above-mentioned two learning channels.
3. Through correlative analysis, the research found that the order of eight kinds of intelligence development of vocational/ senior high school students from high to low was: spatial intelligence (means value was 16.23), musical intelligence (mean value was 13.54), interpersonal intelligence (mean value was 13.37), bodily-kinesthetic intelligence (mean value was 13.05), intrapersonal intelligence (mean value was 10.57), linguistic intelligence (mean value was 8.86), logical-mathematical intelligence (mean value was 8.71), and naturalist intelligence (mean value was 8.33).
4. Through correlative analysis, the research found that a positive correlation existed between two learning channels (self-study and interactive learning) before they were graduated from junior high school and vocational/ senior high school freshmen’s intelligence development; the correlation coefficient of “interactive learning” was from .134 to .352, and that of “self-study” was from .143 to .391.
Keywords: Learning channel; intelligence development; IQ test; freshmen of each public and private vocational/ senior high school in Taoyuan County.
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