技術型高中電機科室內配線課程之學習行為與成效量表發展

THE DEVELOPMENT OF A LEARNING BEHAVIOR AND ACHIEVEMENT SCALE FOR THE ELECTRICAL WIRING COURSE IN TECHNICAL HIGH SCHOOL

10.6306/JITE.202407_(17).0004

陳建宏(Jian-Hong Chen)；張美珍(Mei-Chen Chang)

技術型高中 ； 電機科 ； 學習行為 ； Technical high school ； electrical engineering ； learning behavior

工業科技教育學刊

17期（2024 / 07 / 01）

69 - 89

繁體中文;英文

研究背景：108課綱實施後，注重學生的素養能力及應用，就技術型高中而言，在專業科目中學生的素養能力一直都是學習重點，希望培養學生專業的技術能力，及動手實作的能力，為凸顯學習成效的表現，取得證照對技職教育來說相當重要，此外，希望透過量表來幫助學生了解自身學習的狀況，為此本研究欲發展量表協助分析技術型高中電機科學生在專業科目中的學習情況與成效，除可提供未來相關之課程教學評估用，同時可供電機科教師之教育及研究人員之參考。研究目的：本研究主要發展「技術型高中電機科室內配線課程之學習行為與成效量表」，並考驗其信度與效度，期能供技術型高中電機科教師之運用。研究方法：透過文獻探討，從學生之「學習行為」、「學習環境」及「學習成效」等三個構面為基礎發展「技術型高中電機科室內配線課程之學習行為與成效量表」，邀請五位電機科及教育領域專家學者進行專家效度審查，並進行問卷預試，透過項目分析、探索式因素分析與內部一致性分析，以確認量表信度及效度，完成正式量表之編製。研究結果：本研究發展之「技術型高中電機科室內配線課程之學習行為與成效量表」包含「學習動機」、「學習態度」、「學習策略」、「學習環境」及「學習成效」等五個構面，共有24道題目，經專家審查及預試分析，決斷值介於8.653～22.219之間，項目總分介於0.672～0.875之間，因素負荷量皆高於0.5，累積總解釋變異量為81.482%，量表之Cronbach α值為0.974，具良好之信效度。研究結論：本研究發展之量表具良好之信效度，適用於技術型高中電機科學生，可供電機科教師作為其在專業科目課程中檢視學生學習情況與成效之重要參考。

Background: After the implementation of the 108 curriculum, emphasis has been placed on students' competence and application abilities. For technical high schools, the cultivation of students' competence has always been a focal point in professional subjects. The goal is to nurture students' professional technical skills and hands-on practical abilities. Obtaining certifications is crucial for highlighting the effectiveness of learning. In addition, the use of assessments aims to help students understand their own learning situations. In this study, a scale is developed to assist in analyzing the learning conditions and effectiveness of electrical engineering students in professional subjects in technical high schools. This scale not only provides insights for future curriculum and instructional evaluations but also serves as a reference for the education and research endeavors of electrical engineering teachers and researchers. Purpose: This study primarily focuses on developing the "The Learning Behavior And Achievement Scale For The Electrical Wiring Course In Technical High School" and assessing its reliability and validity. The aim is to provide a tool for the utilization of technical high school electrical engineering teachers. Methods: Through literature review, this study developed the "The Learning Behavior And Achievement Scale For The Electrical Wiring Course In Technical High School" based on three dimensions: students' "learning behavior," "learning environment," and "learning effectiveness." Five experts and scholars in the fields of electrical engineering and education were invited to conduct an expert validity review. A questionnaire pretest was carried out, and through item analysis, exploratory factor analysis, and internal consistency analysis, the reliability and validity of the scale were confirmed. The formal scale compilation was completed. Results: The "Scale of Learning Behaviors and Effectiveness in the Wiring Curriculum of Technical High School Electrical Departments" developed in this study includes five dimensions: "Learning Motivation," "Learning Attitude," "Learning Strategies," "Learning Environment," and "Learning Effectiveness." There are a total of 24 items. Through expert review and preliminary analysis, the decision values range from 8.653 to 22.219, and the item total scores range from 0.672 to 0.875. Factor loadings are all above 0.5, with a cumulative total explained variance of 81.482%. The Cronbach's α value of the scale is 0.974, indicating good reliability and validity. Conclusions: The scale developed in this study exhibits good reliability and validity, making it applicable to technical high school electrical engineering students. It can serve as a valuable reference for electrical engineering teachers to assess students' learning situations and outcomes in professional subject courses.