[[alternative]]A Study on Learning Effectiveness of An Auto-mechanics Practical Course with Long Distant Learning at The Vocational Senior High School Level

碩士工業教育與技術學系[[abstract]]本研究旨在探討非同步遠距教學對高職汽車修護科實習課程學習成效之影響。本研究採前-後測準實驗設計，使用的研究工具包括專業基礎能力量表、學習成就量表及使用非同步遠距教學學後態度量表。 本研究選取私立高美護理工業職業學校汽車修護科三年級學生四十人為研究對象，分成兩組，其中控制組二十人，實驗組二十人，實施為期六週二十四小時的實驗教學。於實驗教學前，先對全體樣本實施前測，目的在瞭解實施實驗教學前學生在專業基礎能力上之差異。實驗過程中控制組採傳統教學方式處理，實驗組採非同步遠距教學方式處理，教學六週後實施汽油噴射引擎「燃料系統」實習課程學習成就量表測驗，包括學科與術科測驗，實驗組則增加非同步遠距教學學生學後態度量表測驗。 本研究採獨立樣本t考驗、共變數分析及描述統計方法考驗研究假設。本研究所獲致之結論分為三方面： 一、不同教學策略對汽油噴射引擎實習課程學習成效之影響：在學科後測的表現上，使用非同步遠距教學方式，並未顯著優於傳統實習教學；在術科後測的表現上，使用非同步遠距教學方式，顯著優於傳統實習教學；在總學習成就的表現上，使用非同步遠距教學方式，顯著優於傳統實習教學。 二、不同教學策略對「汽油噴射引擎」實習課程學生學習過程之影響：使用非同步遠距教學方式可以提高學習動機；使用非同步遠距教學配合電腦模擬軟體的練習方式對輸出結果極為明確，亦容易檢查維修時之動作是否合乎標準。 三、學生學後態度量表測驗結果學生對於使用非同步遠距教學態度在普通與滿意之間。 最後提出建議作為後續發展與研究之參考。[[abstract]]The purpose of the study was to investigate the learning effectiveness of auto-mechanics practical course with long distant learning for Vocational Senior High School students. A quasi-posttests design was adopted for the study. Two groups of students participated in this study for six weeks. The experimental group was taught through long distant learning, while the control group was taught through traditional teaching strategy. Same topics were taught for both groups. A pretest was given to both groups during the beginning of spring semester. After six weeks, the posttest of auto-mechanics practical course was administered. The posttest included achievement tests which include a relative knowledge test and a skill test to investigate the student’s cognitive and skill abilities. The conclusions of this research were as the followings: 1.The effectiveness of gasoline injection engine practical courses instructed by different teaching strategies: According to students’ knowledge posttest performances, students taught by long distant learning, it seems, have not performed better than those taught by traditional teaching strategy, while according to students’ skill posttest results, students taught by long distant learning strategy can perform better than those taught by traditional teaching strategy. Besides, in the proceeding sections, they reveal that students taught by long distant learning strategy can normally do better than traditional teaching strategy. 2.The procedures of gasoline injection engine practical courses effect by different teaching strategies: Using long distant learning strategy can prompt students’ learning motivation. Besides, using that method with the help of computer assistant practicing can prescient record its output, and it can be easily checked if any step for maintaining engine is right or not. 3.The post-learning evaluation reveals that students consider the long distant learning strategy is either comfortable or general for learning. Several suggestions were made based on the finding and conclusions