[[alternative]]A Research of Factors Influences Mechanical Skill Development Achievement in the Vocational High School

碩士工業教育與技術學系[[abstract]]本研究主要目的在探討影響高職機械（工）科學生技能學習成效之因素，求其學習相關路徑，以做為改善技能教學品質之參考。為達研究目的，本研究主要採問卷調查法，進行實徵性的探究。首先，經由文獻探討，確立影響技能學習因素的理論路徑，以進行假設考驗。本研究所謂影響因素，包括教學品質、家庭背景、先置學科基礎、及動機等。其次，本研究以叢集取樣的方式，選取高職機械（工）科八十七學年度高三機械（工）科應屆畢業生2426人為研究樣本進行調查，問卷回收共2311份，回收率為95.26﹪；有效問卷1828份，實際有效回收率為75.35﹪。資料分析主要採取路徑分析等統計技術，求其路徑係數，建立有效技能學習路徑。經由以上之研究過程，本研究所獲致之結論如下： 壹、 高職機械（工）科學生其家庭背景以中、低社經地位為主。 貳、 高職機械（工）科學生不論其家庭社經地位高或低，其父母對子女的教育態度均抱持中、高程度的關注。即父母都重視子女的教育狀況。 參、 高職機械（工）科學生的先置學科基礎及學習動機，主要受教學品質層面的影響。 肆、 高職機械（工）科學生的技能學習成效，要有先置學科基礎的能力，遠比要有學習動機的強弱來得重要。 伍、 依據本研究結果，對高職機械（工）科學生技能學習最重要的路徑是： 一、 「教學品質」→「先置學科基礎」→「技能學習成效」。 二、 「父母教育態度」→「先置學科基礎」→「技能學習成效」。 三、 「教學品質」→直接對「技能學習成效」。 四、 「教學品質」→「學習動機」→「技能學習成效」。 五、 「父母教育態度」→「學習動機」→「技能學習成效」。 陸、 高職機械科教師在教學品質上的表現，非常注重實習課的管理控制，尤其特別重視安全問題。而其表現較弱的則是缺乏個人魅力。 柒、 高職機械科學生的父母教育態度，注重子女良好行為習慣與責任心的培養，以及支持子女的正當活動。而其略為薄弱之處，則是缺乏協助子女課業規劃的能力與做法。 捌、 高職機械科學生技能學習動機較強烈的方面，是以對技能學習的目的抱持高度期待，希望能獲得有關知能，而成為更有能力之人。[[abstract]]The main purpose of this study was to explore the fac-tors affecting skill development achievement of mechanical students in vocational high schools. This research could be taken as a reference to improve the quality of skill instruc-tion. Literature review and questionnaire survey were con-ducted to accomplish the purpose. In this study, the affecting factors included instructional quality, family background, prerequisite achievement and motivation to learn. In the survey process, 2426 mechanical students in vo-cational high schools were sampled as the subjects for this study. The effective return rate was 73.35﹪. Path analysis of statistical analysis procedures was conducted to establish ef-fective skill development path. The main results of this study were as follows： 1. The home social economic status (SES) of mechanical stu-dents in vocational high schools was mainly consisted of the middle and lower class. 2. Most parents of the mechanical students in vocational high schools paid their great attention to children's educational conditions. 3. The prerequisite achievement and motivation to learn were mainly affected by instructional quality. 4. Prerequisite achievement took a great part in the skill de-velopment achievement of the mechanical students in vo-cational high schools. 5. The important paths of skill development for mechanical students of vocational high schools were as follows: a. 「instructional quality」→「prerequisite achievement」→「skill development achievement」. b. 「parents' educational attitude」→「prerequisite achievement」→「skill development achievement」. c. 「instructional quality」→「skill development achievement」. d. 「instructional quality」→「motivation to learn」→「skill development achievement」. e. 「parents' educational attitude」→「motivation to learn」→「skill development achievement」. 6. Teachers of mechanical subjects in vocational high schools highly emphasized on management and control in practice classes. 7. Parents of mechanical students concerned for cultivating their children's good behavior and responsibility. 8. Mechanical students in vocational high schools kept great expectations toward the aims of skill learning achievement