| Summary: | 碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 98 === A Study of this study aimed at understanding the learning attitudes of students who attended Technical-Art Educational Program in Yun-lin County (including the attitudes toward their learning environment, their teachers’ instruction, and their own learning demands). Besides, this study also tries to probe into the current situation of these students’ career development cognition after their attendance of technical-art education program (including self cognition, career cognition, and cognition of career development), and their career intention after their graduation from junior high school (including attending senior high school, technical programs in vocational schools, vocational schools, night schools, or take up an occupation) With the research, the researcher expects the related educational institution to put emphasis on these students’ individual differences and learning rights, reduce the problems of drop-outs, and advance the Technical-Art Educational Program in junior high school.
The research method employed in this study was the survey method with a questionnaire named “The research about learning attitudes, career development cognition, and career intention of students who attend technical-art education program in Yun-lin County.” There were 2590 ninth-graders attend technical-art educational program in 33 public junior high schools. By applying the stratified random sampling and cluster sampling, the researcher sample 989 students from 13 schools. Finally, there were 850 valid responses from the survey of the target students. The data of the survey were used for various statistic methods, including descriptive statistics, t-test, one-way analysis of variance, Scheffè method and product-moment correlation and multiple regression, etc.
After the data was analyzed, the main findings can be concluded as follows:
1. The learning attitudes of students who attended technical-art education program
in Yun-lin County, including the school environment, teachers’ instruction, and
students’ demands, are all positive.
2.The current career development cognition of students who attended technical-art
education program in Yun-lin County, the degrees of self-cognition, career cognition are both above average, but that of career plan is under average.
3. As for the career intention after sampled students finish technical-art educational program, the sequences of percentage are as follows: the technical programs in vocational school is the highest, followed by other programs in vocational school, and take-up an occupation is the lowest.
4.The difference of learning attitudes results from sex, motivation of their participation, learning achievements, the group they attend, the school scale, the model of technical-art education program, the educational degrees, jobs and expectations of their parents, and the family structures.
5.The difference of career development cognition results from sex, motivation of their participation, learning achievements, the group they attend, the school scale, the model of technical-art education program, the educational degrees, jobs and expectations of their parents, except the family structures.
6.The difference of career intention results from sex, motivation of their participation, learning achievements, the group they attend, the school scale, the educational degrees, jobs and expectations of their parents, and the family structures, except the model of technical-art education program.
7. The correlation between learning attitudes and career development cognition of the students who attended technical-art education program in Yun-lin County is obviously positive.
8. The learning attitudes and career development cognition of the students who attended technical-art education program in Yun-lin County doesn’t have predictability on their future career choice.
According to the literature review and discussion, this study hopes to address suggestion for the related institutions which are responsible for technical-art education program, schools, teachers and future researchers.
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