Effect of Holland Professional Types on Attitude toward Mathematics Learning and Learning Satisfaction of Vocational High School Students Receiving Remedial Teaching Author:Yuan-Liang Liao, Cheng-Feng Cheng, Ting-Hao Hsieh, Tzu-Hua Chen
This study aimed at exploring the effect of remedial teaching on attitude toward mathematics learning and learning satisfaction of vocational high school students from the perspective of Holland professional types. The participants were students who received remedial teaching in a vocational high school in Taichung City. Purposive random sampling was adopted to select students from 83 classes. A total of 631 questionnaires regarding mathematics learning attitude and learning satisfaction were distributed to the students and 507 valid responses were collected, yielding an effective response rate of 82.57%. Subsequently, this study conducted validity and reliability analysis, Pearson product-moment correlation analysis, independent samples t test, one-way analysis of variance, and stepwise regression analysis to validate the hypotheses proposed in this study. The results revealed that mathematics learning attitude and learning satisfaction of vocational high school students had a significant correlation. The Holland professional types exhibited significant explanatory power over mathematics learning attitude and learning satisfaction.
Keywords: Holland professional types, remedial teaching, mathematics attitude, learning satisfaction, vocational interests
Effect of Holland Professional Types on Attitude toward Mathematics Learning and Learning Satisfaction of Vocational High School Students Receiving Remedial Teaching
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