A Study on the Factors Influencing Teachers of the Electrical and Electronics Engineering Group in Vocational High School Integrating Information Technology into Teaching and Their Learning Performance Cognition in Central Taiwan

• Main Author: 盧彥旭
• Other Authors: 賴聯福
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/ch4n49

碩士 === 國立彰化師範大學 === 資訊工程學系 === 101 === The aim of this research was to explore the factors affecting high school teachers in Electrical Engineering Electronics Group in Central Taiwan integrating information technology into teaching and their learning performance cognition and to analyze how the factors and performance vary among teachers from different backgrounds. Based on the documentary analysis method to develop the questionnaire, the research used stratified random sampling to select high school teachers in Electrical Engineering Electronics Group in five counties in Central Taiwan, including Miaoli County, Taichung City, Changhua County, Nantou County and Yunlin County, as the subjects. The total population was 623, among which 485 were sampled as subjects and 307 were effective samples. The effective response rate was 63.30%. The research consisted of eight personal background variables, including gender, age, education, years of teaching, teaching subject, school position, use of information technology teaching materials, and hours of training in information technology integrated into teaching, and three school background variables as school type, size, and location. Dependent variables were factors affecting information technology integrated into teaching and their learning performance cognition. The research used statistical methods as Independent-Sample T Test, the One-Factor ANOVA Model and Pearson product-moment correlation, with weight value added to the factors affecting information technology integrated into teaching to analyze the collected data. The findings were as follows: 1. Facilities and course materials are the two main factors affecting information technology integrated into teaching. 2. Practicum courses yields better performance in information technology integrated into teaching. 3. Male teachers with higher information literacy who often use information teaching materials achieve better performance. 4. Male teachers in the department of Electrical Engineering and the department of Computer Science with administrative work who often use information teaching materials achieve better performance. 5. Teachers of schools in Taichung and Changhua with administrative support yield better performance. 6. Teachers of schools in Taichung yield better performance than those in the other areas. 7. A positive correlation is observed between the factors affecting information technology into teaching and the learning performance cognition. 8. Findings of analysis with weight value bear resemblance to ones without weight value, yet, the former demonstrates better correlation.