| Summary: | 碩士 === 國立彰化師範大學 === 工業教育與技術學系 === 107 === The purpose of this study was to investigate the relationship between technical motivation and learning outcomes of technical high school electrical students participating in the industrial wiring C-level skill test.
After the literature was investigated, the questionnaires were compiled and randomly sampled. The sampled subjects were national electrical students. A total of 870 questionnaires were distributed, and the questionnaires were collected. 787 valid questionnaires were valid 840, and the effective questionnaire ratio was 89.94%. After the questionnaire was collected, the data were analyzed and compared using analyze Descriptive Statiscs,Independent Sample t-test, One-way Analysis of Variance(ANOVA), Scheff’e Method, post hoc test, Pearson Product-moment correlation and stepwise regression procedure.According to the reseatch outcomes, we have the following conclusions:
1. Skill-based senior high school electrical students
participate in the industrial wiring level C skill
test with a higher level of learning motivation at the
"career progress" level.
2.Skill-based senior high school electrical students
participate in the industrial wiring C-level skills
test with a "skills" level to face higher learning
outcomes.
3.Skill-based senior high school electrical students
participate in the industrial wiring level C skills
test for learning motivation and learning effectiveness
vary with different background variables.
4.Skill-based senior high school electrical students
participate in the industrial wiring level C skill
check is positively related to learning motivation and
learning effectiveness.
5.Skill-based senior high school electrical engineering
students participate in the industrial wiring level C
skill verification Learning motivation has a
significant predictive effect on learning outcomes.
Keywords: skill-based senior high school, skill verification, learning motivation, learning effectiveness
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