The Study of Westen Culinary Skill Learning Behavior and Performance of F&B Management Department in Vocational High School

• Main Authors: Pin-Yih Chang, 張彬益
• Other Authors: Wen–Hwa Ko
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/86060545412048706222

碩士 === 輔仁大學 === 餐旅管理學系碩士在職專班 === 103 === This study was to explore the influences of the learning attitude on Western food, subject norms, and perceived behavior of vocation high school students majoring in food and beverage (F&B) on their learning performance. It also intended to understand the influence of their personal background variables on their behavioral intention and learning outcomes. A questionnaire survey was conducted 880 students majoring in F&B in private vocational high schools in New Taipei City, and a total of 800 valid samples were retrieved, with a valid return rate of 90.9%. The data were analyzed with SPSS. The results showed that in terms of learning attitude, the item “learning about western food could enhance my knowledge in F&B” rated the highest; in terms of subject norms, the item “school teachers encourage me to enroll in western food courses” rated the highest; in terms of perceived behaviors, the item “after sufficient practice, I am confident that learning techniques on western food is not difficult” rated the highest; in terms of behavioral intention, the item “learning skills on western food could confirm my future learning direction and certification obtainment intention” rated the highest; in the dimension of learning performance, learning satisfaction is rated higher than behavioral changes. Moreover, male students, more western food learning experience and working experience in western restaurants, had better learning performance. There was no significant difference in whether continuing further education in the future and whether the parents expecting further education on learning performance. The students having higher total scores in Chinese food and Western food learning had higher learning satisfaction on Western food learning. Learning attitude, subjective norm, perceived behavior, behavioral intention and learning outcome were significantly correlated. Learning attitude, subjective norm and perceived behavior influenced the behavioral intention up to 60.7%; and the explanatory power of behavioral intention on learning performance was 57.3%. In addition, perceived behavior had an explanatory power of 59.7% on learning performance.