[[alternative]]The Influence of Different Learning-Style on Team Process and Self-Efficacy of Undergraduate student Project Work Curriculum

碩士工業教育與技術學系[[abstract]]本研究之目的主要在探討不同學習風格對大學專題製作課程學生團隊運作和自我效能之影響。研究樣本選定國立彰化師範大學工業教育學系修習「成品設計與製作研修」課程之學生，此為大學四年級必修之專題製作課程。課程採不同工程類別及任課專門教師分開進行，工程類別包括有電機、電子、車輛、機械製造及機械設計等五類。為達研究目的，採用問卷調查法實施。研究工具參考巫靜宜(2000)、李金泉（2001）等研究採用之「Kolb學習風格量表」，依本研究的目的加以修訂而成，以及研究者自行設計之團隊運作及自我效能問卷。正式施測147份，有效問卷92份。經由次數分配、百分比、平均數、標準差、獨立樣本t考驗、單因子變異數、皮爾森積差相關等統計分析後，根據研究結果提出研究結論如下： 一、整體而言，專題製作課程學生之學習風格偏屬於行動導向的學習方式。 二、專題背景變項之工程類別、專題訂定方式及是否安排固定討論時間，對團隊運作具有差異性。 三、專題背景變項之專題訂定方式，對自我效能具有差異性。 四、學習風格對學生團隊運作與自我效能並無顯著差異性。 五、團隊運作與自我效能之整體上無顯著相關。 最後，依據研究發現與結論提供建議給專題製作教師及未來後續研究者之參考。[[abstract]]The purpose of this study was to investigate the effectiveness of learning style to team work and self-efficacy of undergraduate Project-Work curriculum. The subjects were 92 fourth graders from the department of industrial education of National Changhua University of Education. To accomplish the purposes of this study, questionnaire survey would be used. The instruments used in study were「Kolb Learning Style Inventory」 and researcher-designed questionnaire of team-work and self-efficacy.The data were analyzed with statistical methods of frequency distribution, percentage, mean, standard deviation, independent sample t-test, One-way Analysis of Variance （ANOVA）, and Pearson’s product-moment correlation.According to the above analysis, the findings of this study were as follows: 1.As a whole, the learning style of students tends to action-based. 2.There were significant differences in team work among the category of engineering, manner of project formulation, and steady team discussion. 3.There was an significant difference between self efficacy and manner of project formulation. 4.There were significant differences in team work and self-efficacy among learning style. 5.The correlation between team work and self-efficacy wasn’t significant. Finally, Some suggestions are provided for teachers of project-work curriculum and further studies