Abstract—This study aims at discussing the correlation
between the learning motivation and effect of public partial
high school students majoring in electrical engineering and
electronics as integrating project implementation course into
energy science education. The result of this study is as following:
public partial high school students majoring in electrical
engineering and electronics have higher learning motivation
when it comes to the aspect of “interest in knowledge-seeking”
as integrating project implementation course into energy
science education; they have higher learning effect when it
comes to the aspect of “recognition” as integrating project
implementation course into energy science education. Among
them, those who selected “entering to a higher school,”
“projects being relevant” and “having the will to take part in
contests” among the context variables have higher learning
motivation and effect. As a result, there is an obvious positive
correlation between their learning motivation and effect.
Index Terms—Energy science education, project
implementation course, learning motivation, learning effect.
Energy science education, project
implementation course, learning motivation, learning effect.
Cite: Fang-Pin Lai, Chin-Wen Liao, Chia-Ling Shih, and Chin-Chang Wu, "A Study on Learning Motives and Learning Effects of Vocational High School Students to Energy Technology Education Integrated into Project Course," International Journal of Information and Education Technology vol. 5, no. 6, pp. 418-424, 2015.