Vocational High Schools In Taiwan Research Articles

The Relationship between Emotional Intelligence of School Principals, Psychological Climate, and Teacher Motivation

Psychometrically sound and practical measures of emotional intelligence of school principals, psychological climate, and teacher motivation were developed. The aim of this study was to explore the relationships and effects among these variables and to compare the differences between high school and vocational high school, as well as public and private school teachers. A sample of 336 teachers was recruited from different high and vocational high schools in Taiwan. Through MANOVA and hierarchical multiple regression analyses, these measures of emotional intelligence of school principals, psychological climate, and teacher motivation were found to be reliable and valid instruments. Vocational high school teachers scored higher than high school teachers on perceived self-motivation of principals, psychological climate, and teacher motivation. Private school teachers showed higher perceived empathy and principals’ relationships, as well as pressure of psychological climate, whereas public school teachers exhibited higher levels of psychological climate and intrinsic motivation. Additionally, strong positive correlations were found among all three variables, particularly, emotional intelligence of principals and psychological climate, which were found to be significant predictors of teacher motivation. The implication for school principals is that they should focus on enhancing their emotional intelligence and creating a more positive psychological climate, which in turn, promotes teacher motivation. Keywords: emotional intelligence, psychological climate, teacher motivation, school principals, school teachers.

Establishing Core Competencies and a Professional Curriculum for the Care Service Department in Vocational High Schools in Taiwan.

In response to the emergence of the aging society, the vocational high school education system in Taiwan has established a care service department since 2018. The purpose of this study was to develop core competencies and a professional curriculum for the care service department in vocational high schools. First, this study invited 20 experts and scholars to take part in a focus group to collect suggestions as the basis for the development of core competencies and a curriculum. Second, this study invited 10 experts and scholars to participate in three rounds of a Delphi survey to evaluate the planning for the development of core competencies and a curriculum that meet educational needs. In this study, we identified eight core competency constructs and 15 indicators across two dimensions relating to the care services taught in vocational high schools. We then designed 26 professional subjects according to the core competencies. We identified the core competencies for long-term care service education and devised a professional curriculum to foster the skills and knowledge among students that are required for successfully meeting the care needs of a rapidly aging society through work in the long-term care industry after graduation.

A Study of the Construction of Indicators for “IT-APP” Principals Technology Leadership for Industrial and Vocational High School in Taiwan

Objective of principals technology leadership contents, there are 32 topics covering 5 facet being prepared. Following the fuzzy Delphi method, 17 experts were invited to have Delphi rounds questionnaire. The lfacets and breakdowns comprise 26 topics covering 5 facets applied for the confirmation of Principals Technology Leadership indicators “IT-APP” for Industrial and Vocational High School in Taiwan. Based on the determined indicator system, further with analytic hierarchy process (AHP), to determine the priority weigh for each indicator.

Mobile sensor-based community gaming for improving vocational students’ sleep and academic outcomes

Quality sleep is critical for teenagers' physical and mental health and, consequently, learning achievement. Technology, particularly the use of mobile sensors and digital game-based learning, has the potential to enhance students' sleep hygiene, reducing insomnia and daytime sleepiness and improving students’ academic performance. Therefore, this study implemented and evaluated a sleep hygiene instruction intervention in terms of three elements: a) mobile sleep sensor data feedback for sleep self-evaluation; b) a collaborative-competitive mobile community game (MCG) for sleep promotion based on social-interdependence; and c) an instructional intervention adopting a social cognitive approach. To validate the efficacy of the instructional design, a pretest-posttest quasi-experiment was conducted with 114 10th grade students from three classes of an urban vocational high school in Taiwan. The three intact classes were randomly assigned to one of three sleep hygiene courses: a comparison group (37 students receiving sleep sensor feedback), experimental group one (E1; 38 students receiving sleep sensor feedback and adopting MCG), and experimental group two (E2; 39 students receiving sleep sensor feedback, adopting MCG, and taking a social cognitive-based course). The empirical results suggest that the use of sleep sensor feedback and the MCG (E1 and E2) effectively improved the sleep behaviors of vocational students. In fact, inclusion of the mobile sensor with feedback on sleep quality was sufficient to provide improvement in both sleep and academic outcomes for all students. These results demonstrate the promising potential of mobile community-based technological interventions for improving sleep hygiene, relieving insomnia daytime sleepiness, when integrated with either traditional or social cognitive-based sleep courses. Specific implications and recommendations for the development of technology-enhanced sleep-related or health promotion courses are provided.

A simple and effective remedial learning system with a fuzzy expert system

AbstractThis study aims at implementing a simple and effective remedial learning system. Based on fuzzy inference, a remedial learning material selection system is proposed for a digital logic course. Two learning concepts of the course have been used in the proposed system: number systems and combinational logic. We conducted an experiment to validate the success of the proposed system where 88 students who studied a computer‐related program at a vocational high school in Taiwan participated in the experiment. The participating students came from three different types of classes. The fuzzy expert system determined the numbers of the remedial material units according to the scores of the pre‐test. Based on the results of the fuzzy expert system, each student then received personalized remedial learning materials by randomly selecting problem‐based learning units from a learning material repository. After reading the remedial learning materials, the students took the post‐test. The experimental results reveal that the students made significant progresses after studying the remedial learning materials. Both of high‐achieving students and low‐achieving students made significant progresses. Moreover, all of the three types of students made significant progresses.Lay descriptionWhat is currently known about the subject matter: Remedial learning systems are helpful. Some systems are good for only low‐achieving students. The remedial systems are complicated. What their paper adds to this: A fuzzy expert system has been added to produce remedial materials. Automatically select the remedial learning units according to the pre‐test. The implications of study findings for practitioners: Our remedial system is good for both high‐achieving and low‐achieving students. Our remedial system is good for different types of students. Our remedial system is simple and easy‐to‐implement.

Smartphone gaming and frequent use pattern associated with smartphone addiction

The aim of this study was to investigate the risk factors of smartphone addiction in high school students.A total of 880 adolescents were recruited from a vocational high school in Taiwan in January 2014 to complete a set of questionnaires, including the 10-item Smartphone Addiction Inventory, Chen Internet Addiction Scale, and a survey of content and patterns of personal smartphone use. Of those recruited, 689 students (646 male) aged 14 to 21 and who owned a smartphone completed the questionnaire. Multiple linear regression models were used to determine the variables associated with smartphone addiction.Smartphone gaming and frequent smartphone use were associated with smartphone addiction. Furthermore, both the smartphone gaming-predominant and gaming with multiple-applications groups showed a similar association with smartphone addiction. Gender, duration of owning a smartphone, and substance use were not associated with smartphone addiction.Our findings suggest that smartphone use patterns should be part of specific measures to prevent and intervene in cases of excessive smartphone use.

A Study on the Learning Motivation and Learning Attitude of Cosmetology Students in Vocational High Schools in Taiwan

A Study on the Learning Motivation and Learning Attitude of Cosmetology Students in Vocational High Schools in Taiwan

Does using e-portfolios for reflective writing enhance high school students’ self-regulated learning?

The study aims to examine whether reflective writing using e-portfolios enhances high school students’ self-regulated learning. Participants included two classes of eighth-graders majoring in Information Processing and taking a course called ‘Website Design’ at a vocational high school in Taiwan. There were 41 students, with 18 males and 23 females. The experiment lasted 10 weeks, and students used e-portfolios to reflect on their learning. The results showed that students after using e-portfolios to reflect on their learning had significantly better self-regulated learning than before. This indicates that using e-portfolios for reflection enhanced self-regulated learning. It also shows that high-reflection students had significantly better self-regulated learning than moderate-reflection and low-reflection students, which implies that reflective performance had a significantly positive effect on self-regulated learning.

Online reflective writing mechanisms and its effects on self-regulated learning: a case of web-based portfolio assessment system

The purpose of the present study was to design reflective writing mechanisms in a web-based portfolio assessment system and evaluate its effects on self-regulated learning. Participants were two classes of juniors majoring in data processing and taking a course called “Website design” at a vocational high school in Taiwan. One class was randomly selected and assigned as an experimental group (41 students) reflecting on learning processes through a web-based portfolio assessment system, whereas the other class was assigned as a control group (41 students) reflecting on learning processes through a paper-based portfolio. The result revealed that students who were highly satisfied with online reflective writing mechanisms significantly outperformed students who were less satisfied with online reflective writing mechanisms in self-regulated students reflecting on learning processes through a web-based portfolio assessment system significantly outperformed students reflecting on learning processes through a paper-based portfolio in self-regulated learning.

High Scope Project in Taiwan Provides Students Both Career Exploration and Preparation for Further Study

The document introduces a pre-engineering program named High Scope Project. It was developed to incorporate engineering and energy concepts into technical courses of vocational high school in Taiwan. The contents of the program included 5 learning units, which were 36 learning hours in total and could be implemented as 2 credits of a semester. Quasi-experimental design was implemented to investigate whether the program is helpful for high school students in exploring engineering and technology occupations, and for attracting students to study engineering and technology majors in college. The results show that pre-engineering program of HSP benefits for vocational high school students both career exploration and preparation for further study.

职业学校校长竞值变革领导角色指标之建构：以阶层程序分析法为例

本研究以竞值架构为基础，探讨台湾职业学校校长在组织变革中应有的领导角色，并透过阶层程序分析法(Analytic Hierarchy Process，简称AHP)建构校长竞值变革领导角色指标。本研究选定调查之专家含技职教育行政人员4人、教育行政学者6人、技职体系学者5人、职业学校教育人员7人、职业学校之家长与业界4人，合计26人，先进行三次德怀术问卷调查，再依据研究统计分析结果编制相对权重调查问卷，藉由次序量尺(ordinal scale)来做成评鉴层面与指针的成对两两做比较，求取各阶层间的权重。统计分析结果：四种职业学校竞值变革领导角色层面依权重体系之排序分别为「A创造」权重为37%、「B合作」权重为35%、「C控制」权重为16%与「D竞争」权重为13%。十二种角色层面相对较高权重者为：B-1社群建立者15.40%、A-3革新者12.60%、A-2企业家11.88%、B-2同理者11.55%、A-1梦想家11.52%。 The purpose of the study was to analyze the principals’ leadership roles in the organizational change for vocational high schools in Taiwan. From the perspectives of competing values frame-work, the indicators of change leadership role for vocational high school principals were con-structed with a questionnaire of Delphi. Total 26 expert members including 4 vocational high school administrative staffs, 6 scholars in educational administration, 5 scholars in vocational education, 7 vocational high school teaching staffs, and 4 persons (parental representative or enterprise director) were selected to execute the Delphi questionnaire for 3 times. Then, one relative weight questionnaire was drafted and forwarded to the expert members of Delphi. Analytic hierarchy Process (AHP) was adapted to construct its weight system in the study. The research findings indicated as the following: 1) In the first hierarchy, the essential factors for principals’ competing values leadership role in organizational change for vocational high school included A) creation, B) cooperation, C) control, and D) competition, with the highest weights of 37%, 35%, 16%, and 13% respectively. 2) In the second hierarchy, twelve various competing values leadership roles classified to A), B), C), or D) and its relative weights were shown as below. A) Creation: A-1 “Dreamer”, A-2 “Enterpriser”, and A-3 “Reformer”, with the weights of 11.52%, 11.88%, and 12.60%. B) Cooperation: B-1 “Community Builder”, and B-2 “Empathetic Supporter”, with the weights of 15.40%, and 11.55%.

Is blended e-learning as measured by an achievement test and self-assessment better than traditional classroom learning for vocational high school students?

<p>The purpose of this study is to examine the effects of blended e-learning on electrical machinery performance (achievement test and self-assessment). Participants were two classes of 11th graders majoring in electrical engineering and taking the electrical machinery class at a vocational high school in Taiwan. The participants were randomly selected and assigned to either the experimental group (<em>n</em> = 33) which studied through blended e-learning or the control group (<em>n</em> = 32) which studied through traditional classroom learning. The experiment lasted for five weeks. The results showed that (a) there were no significant differences in achievement test scores between blended e-learning and traditional learning; (b) students in the experimental group obtained significantly higher scores on self-assessment than students in the control group; (c) students’ scores on self-assessment were significantly higher after studying through blended e-learning than before. Overall, blended e-learning did not significantly affect students’ achievement test scores, but significantly affected their self-assessment scores.</p>

The Study of Blended Learning on a Vocational High School in Taiwan

With the contributions of computer technology, digital learning has evolved into a stage of mobile learning. However, school classes require teachers to perform face-to-face humanized lectures. Digital learning remains to function as a tool for assisted teaching. Few studies have investigated what proportions digital learning should occupy in teaching activities. In this study, to investigate the optimal proportion of face-to-face instructions and digital learning, we conducted a one-semester teaching experiment on two classes of students in the informatics department in a public vocational high school in Taipei City. In addition, the Kruskal-Wallis one-way analysis of variance was adopted for the statistical analysis to determine the optimal blending proportions. Our results indicate that optimal effects are achieved at a time ratio of 2:1 of traditional face-to-face teaching to digital learning.

Adoption of blogging by a Chinese language composition class in a vocational high school in Taiwan

<blockquote>The purpose of this study was to examine the effect of adopting blogging upon Chinese language composition instruction in a vocational high school in Taiwan. The researchers developed a model that utilises blogging in Chinese language composition instruction. Forty randomly selected students from a public vocational high school served as the research participants. The experimental instruction was employed for eight weeks; all students completed a pre-test before the intervention and a post-test after. Statistical approaches reported include descriptive statistics, a one-sample t-test, and an independent t-test. The results of the study are as follows: (1) the instructional model of utilising blogging in Chinese language composition in a vocational high school can be successfully implemented with positive outcomes; (2) utilising blogging in Chinese language composition instruction can positively enhance students' composition learning; (3) the participants possessed a positive attitude toward the instructional model of utilising blogging in Chinese language composition instruction, and the majority of participants reported feeling positively about the overall design of the blog, the teaching materials, and their own achievement in learning composition; and (4) the instructor-student interaction was positive, which enhances participants' learning motivation and compositional ability.</blockquote><p> </p>

Brand management model of vocational high schools in Taiwan

The purpose of this study was to probe brand management at vocational high schools in Taiwan using a goodness-of-fit model to understand the applicability structural and practiced currently model among the different types of them. 1620 teachers and students were randomly selected from public and private vocational high schools in Taiwan. The findings were: The scales had good reliability and validity, and a good model fit; the dimensions of brand planning and brand marketing at vocational high schools had a positive impact on brand equity; this structural model was applicable to different school types; all dimensions of interviewee's operational perceptions reached an ideal level.

A study of academic persistence of science and technology university students in a Taiwan University

The graduates of high schools and vocational high schools in Taiwan have different ways to enter colleges and universities offering technology and vocational education programs. In this research, we have traced the 4-year academic performances of science and technology university students who have gained admissions through different channels. For students admitted through different channels, the research finds that the third year performance to be the poorest; academic performances differ for different means of gaining admissions; differ for each year; and differ for each university. We suggest that different teaching supplement, academic support program, and curriculum adjustment applied to students admitted to university through different channels.