| Summary: | 碩士 === 國立臺灣師範大學 === 工業教育學系 === 105 === This study aimed to investigate learning attitude and learning disturbance for students majored in electrical and electronic engineering group towards professional subjects and practicum at technical high schools of 12-year Basic Education in Taipei-Keelung metropolitan area. Survey research was utilized in the study, freshmen and sophomores of electrical and electronic engineering group of technical high schools in Taipei-Keelung metropolitan area were the respondents. The data were analyzed by applying to sample percentage, mean, standard deviation, t-test, one way ANOVA, Pearson product-moment correlation, and multiple regression methods. The major findings of this study are as follows:
1. Overall, for professional subjects and practical class, students majored in electrical and electronic engineering group at technical high school of 12-year Basic Education in Taipei-Keelung metropolitan area tend to maintain a more positive learning attitude and learning disturbance is moderate or less.
2. The difference of the learning attitude is caused by public or private schools, grade levels, average scores in different academic semesters, failure rate, and school location. Students with better learning attitude are at public schools, freshman, with higher academic performance, less subjects to fail, and schools in Taipei City and Keelung City.
3. The difference of the learning disturbance is caused by grade levels, average scores in different academic semesters, failure rate, and school location. Students with high learning disturbance are sophomore, lower academic achievement, with more subjects to fail, and schools in New Taipei City.
4. Learning attitude and learning disturbance have significantly negative correlation.
5. Multiple regression results indicated that school-related factor and personal-related factor of learning disturbance negatively predicted learning attitude. Interest on practicum learning, learning method, and teaching of learning attitude negatively predicted learning disturbance.
Based on the conclusions above, suggestions to improve the current status are delivered to schools, teachers, parents, students, and further research reference.
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