A Study on Learning Motivation of Special Education Students Participating in Skill Certification Training at Vocational High Schools

• Main Authors: Liu, Wen-fang, 劉紋坊
• Other Authors: Kuo, Chin-Guo
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/36912659270603289918

碩士 === 國立臺灣師範大學 === 工業教育學系 === 104 === This study aims to explore vocational high school special education students’ motivation to participate in Skill Certification Training in Taipei metropolitan area. This research adopts the questionnaire method. The participants come from the special education department of vocational high schools in Taipei metropolitan area, 2015. The research tool "Questionnaire on Vocational High School Special Education Students’ Motivation to Participate in Skill Qualification Exams in Taipei Metropolitan Area" was developed by the researcher, which has a total of 23 items and encompasses four dimensions: value, expectancy, feelings and will of execution. The resulting data were analyzed with the SPSS software in terms of frequency distribution, percentage, mean, standard deviation, t test and f test. The results are summarized as follows: 1.Vocational high school special education students hold a positive motivation about participating in skill certification training. 2.Students of different gender、status of passing the licenses exam and parental education attitudes don’t differ significantly in their motivation to participate in skill certification training. 3.Students of different grades differ significantly in their motivation to participate in skill certification training: First graders have higher motivation than second graders and third graders. 4.Different reason of participate has an effect on students’ motivation to participate in skill certification training: volunteer have higher motivation than those attend because their parents 5.Students of different teacher-student relationship exhibit a difference in motivation to take skill certification training: those with good teacher-student relationship have higher motivation than those with bad teacher-student relationship. 6.Students of different peer relationship exhibit a difference in motivation to take skill certification training: those with good peer relationship have higher motivation than those with bad peer relationship. Finally, based on the findings and results, specific suggestions for schools, teachers, parents, students and researchers are proposed.