The study of the students’ statisfaction by collaborative teaching with industry experts in senior h...

BY COLLABORATIVE TEACHING WITH INDUSTRY EXPERTS IN SENIOR HIGH SCHOOL - THE ANALYSIS OF STUDENTS’ POINT OF VIEW Shih, Yu Chuan’ Abstract: This study aims to explore students’ satisfac

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BY COLLABORATIVE TEACHING WITH INDUSTRY EXPERTS IN SENIOR HIGH SCHOOL - THE ANALYSIS OF

STUDENTS’ POINT OF VIEW

Shih, Yu Chuan’

Abstract: This study aims to explore students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance by collaborative teaching with industry experts in senior high school This study adapted questionnaire survey method The participants in this study are the students who studied in the school which are included in the

“2016 Collaborative Teaching with Industry Experts in Senior High School Project” The project was supported by Ministry of Education in Taiwan The results of this study are : 1) Curriculum and teaching: the students’ highest satisfaction is “when industry experts teach, the full-time certified teachers assist in the class”; the students’ lowest satisfaction is “the industry experts prepared additional lecture handout” 2) The industrial-academic cooperation: the students’ highest satisfaction is “the collaborative teaching with industry experts could help me know well the new technology in industry”; the students’ lowest satisfaction is “the school assign us to visit the industry experts’ work places’ 3) The learning outcomes: the students’ highest satisfaction is “the collaborative teaching with industry experts help

me know well the attitude of respect one’s work and standards of behavior

in workplace”; the students’ lowest satisfaction is “the industry experts will direct us to join the competition out of school after class’

Keywords: collaborative teaching, industry experts, senior high school

1 Doctoral student, Department of Educational Policy and Administration, National Chi Nan University

Introduction

To foster manpower and talent person quality is a key point of competitiveness

of a country in the future For this reason, in Taiwan, teachers, curriculums and equipment have been promoted continuosly to hope to improve the system of

technical and vocational education, and foster industry talents (K-12 Education

Administration, Ministry of Education, 2017) To improve the system of technical and vocational education, the education systems need to cooperate with the skills and technology in industry to shorten the educational mismatch

The Ministry of Education began implementing Phase 1 of the Technological

and Vocational Education Reform Program in 2009 Through recommending

industry experts to co-teaching and performing bi-teacher cooperative teaching strategies, the students’ leaning could achieve the study for the purpose of application and promote teachers’ and students’ practical abilities (Ministry of Education, 2009) Moreover, the students could know well the developing trends

of industry to prepare their abilities for their intened career (Bureau of technical

and vocational education, Ministry of Education, 2001)

In 2016, the introduction of the technical and vocational education in Taiwan (Ministry of Education, 2016) defined the purposes of the technical and vocational education in the future which included: shortening the gap between

learning and practical application, training and educating the future technological

and vocational skilled professionals, and constructing learning environments that integrate industry, study, and research, and thereby give impetus to local economic growth, connect internationally, and interact more closely with Southeast Asia Therefore, the plans and performance of the technical and vocational education has been one of the most important policies in Taiwan

The Ministry of Education encourages the strategies of collaborative teaching with industry experts, promotes the integration of theory and practice, to improves the value of technical and vocational education The schools need to provide the collaborative teaching plans which were included in the performances of practical curriculum which will teach by full-time certified teachers and industry experts, the specialize of different majors and the needs of industry development Therefore, we can explore the students’ satisfaction of the collaborative teaching with industry experts on their teaching practice

Fan (2012) mentioned that helping students recognize their workplace in

the future, improving students’ hands on abilities, strengthing the emotional

connections with industry experts and full-time certify teachers and promote

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the cooperative relationship between industry and schools all can promote the teaching effectiveness Therefore, this study would explore the students’ satisfaction through the collaborative teaching with industry teaching in the linkage of industry and education.To assess teaching qualities through students’ points of view is a better way to investigate the teachers’ or staffs’ points of view (Ma, 1989) For these reasons, this study aims to explore students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance

by collaborative teaching with industry experts in senior high school The results

of this study will provide some suggestions for policies of the government Literature Review

The policy of collaborative teaching with industry experts in Taiwan

Coordinate the industry development and shorten the educational mismatch, The Ministry of Education began to implement Phase 1 of the Technological and Vocational Education Reform Program in 2009 The purpose of this project is

to strengthen the specialization development of practices and ascertain to foster technical manpower The first purpose is to achieve improvement of teachers’ and students’ teaching environment, strengthen the linkage between industry and

education, foster professional talents to ascertain the moving of economy and

balance the need and supply of manpower in Taiwan

The Ministry of Education enhanced Phase 2 of the Technological and Vocational Education Reform Program among 2013 to 2017 The main purpose

of this project included “the adaption of system”, “the activation of curriculum” and “the promotion of employment obtaining” In the second stage project, the

“value creation by practice” was the main strategy, and the “engage the industry experts to collaborate teaching” was the main performance item The Ministry of Education invested a lot of resources to hope to achieve these purposes

To ascertain the educational ideas and visions, and coordinate the policy

about technical and vocational education, the Ministry of Education plans the

“Project of mid-term development goals of technical and vocational education”

to be the guideline of policy in 2018 to 2021 The main purpose of this project

is to shorten the gap between learning and application through cooperation with industry and education, and want to foster the talents who the industry needs (K-

12 Education Administration, Ministry of Education, 2018)

The Ministry of Education (2010) proclaimed the “K-12 EAMOE Operation Directions Regarding Subsidizing Senior High Schools Employing Industrial

Experts for Co-teaching ”, and encouraged the school enhance the collaborative

teaching with industry experts to ascertain the specialization of technical and vocational education, promote the integration of theory and practice and highlight the value of technical and vocational education

The contents of the policy indicated that the schools could base on the needs

of the industry development and professional development to invite industry experts to teach with the original full-time certified teachers in the practical lecture

of 11" and 12" grade The industry experts need to have practical experiences and professional skills to be a mentor, which has one of the following qualifications:

1 Used to be a national professional competitor, coach or referee

2 Has been awarded a national professional competitions or certificate

3 Have ever been a vice-trainer which 1s identified by the government

4 Obtain the class B skill category of the major and work for the related

industry for five years

5 Work for the related industry for seven years and get exceptional performance The mentor’s professional practical experiences need to

be verified by school administration processing

The industry experts need to join the collaborative teaching and all the meetings related on the curriculum design, teaching materials design and performed, teaching, students’ practice achievement tests and make sure students’ safe in the class with co-teachers The limitation of time in the lecture is seven weeks per semester and six hours per week One or more industry experts could

be invited to teach the same course, but each industry expert can only teach two course in the same school

To sum up, the policy and project encourage schools to invite industry experts

to perform collaborative teaching with the original full-time certified teachers to develop the specialization of schools and fit the needs of industry development But, the original full-time certified teachers still be the main teachers in the curriculum design, and the industry experts played the role of the co-teachers

or extra mentors This policy could improve students’ professional skills and learning outcomes through the industry experts’ experience sharing

The current situation of collaborative teaching by industry experts in Taiwan

In 2010, The Ministry of Education Phase 2 of the Technological and

Vocational Education Reform Program enhanced students’ practical abilities and

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focused on the “value creation by practice” strategy, and defined the “engage the industry experts to collaborate teaching” as the main performance purpose There are two indicators to verify the purpose, one is qualitative and the other

is quantitative The qualified indicator indicated the purpose need to make sure

the students’ practice qualify, rights and interests, and the students’ practical skills need to fit the needs of industry The quantified indicator indicated that the

industry experts were growing up to 400 persons from 2014, and the range of growing up is 40% from 2015 to 2017 (see Table 1)

The result of table 1 shows that the effects of performance were huge growing up from 2010 to 2011, and still growing up stably till 2014 The goal of the second stage project that the industry experts were growing up to 400 persons from 2014, and the range of growing up is 40% from 2015 to 2017 In 2014, the number of industry experts were 753 persons and the percentage were still growing up The results showed that the effects of this project were very good

Table 1 The current situation of industry experts engaging in senior high school

in Taiwan

Year Number of Numer Number of | Number of ‘industry

Schools Class Students Lecture Experts

2016 187 1,048 40,754 943 1,043

2017 197 1,234 47,951 1,091 1,162

The industry experts could improve all the development schools, teachers

and students The results are attributed to: Strengthen the practical skills and

improve the abilities to get in the career, to make the full-time certified teachers and industry closer and decrease the gap between practice and teaching and To fit the value of the technical and vocational education and foster the skill talent in the future (K-12 Education Administration, Ministry of Education, 2017)

Furthermore, the students will get the experiences of practice and know well the reality of industry through the industry experts’ teaching The school will

be the important bridge to link the education and industry The students could learn theory and skills completely by leaning with different thinking and different mentors and foster themselves to be the talent in their major career

Research Design and Performance

Purposes of Research

This study investigated the students’ satisfaction on curriculum teaching, industrial-academic cooperation and learning performance by collaborative

teaching with industry experts in senior high school The schools were included

in the northern area of Taiwan (Yilan, Keelung, New Taipei city, Taipei, Taoyuan and Hsinchu), the medium area of Taiwan (Miaoli, Taichung, Changhua, Nantou, Yunlin), the southern area of Taiwan (C hiayi, Tainan, Kaohsiung, Pingtone), the eastern area of Taiwan (Hualian, Taitung) and the off-shore island (Peng-hu, Kinmen, Matsu) The participants were all 11" or 12" grade students who learned

in the schools mentioned above

Participants

The participants in this study are the students who studied in the school which are included in the “2016 Collaborative Teaching with Industry Experts in Senior High School Project’

Sampling Method

The sampling method in this study was adapted in the Stratified Cluster

Sampling Design There were 1,523 questionnaires to be provided, and the

retrieve questionnaire is 1,143 The retrieve rate is 75.0% To delete one invalid questionnaire, there are 1,142 questionnaires to be adapted in this study The rate

of efficiency is 99.9%

Table 2 Stratified Cluster Sampling Design

The way of stratify Numbe r Expect Real

of partici- Sampling Sampling (Area)

pants Size Size Northern Area 13,300 392 470

Southern Area 13,441 396 426

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The way of stratify Numbe r Expect Real

of partici- Sampling Sampling (Area)

pants Size Size Eastern Area and Off-Shore Island 1,070 31 156

The limitation of Research

Since the limitation of policy in the Ministry of Education in Taiwan, the

participants in this study are all 11" and 12" grade students without 10" grade

students The results of this study could be an inference to the 10" grade students Besides, the results explanation are interpret by the analysis of the questionnaire which is used in this study, the results in this stud could not infer the contents which are not included in the questionnaire

Results

Based on the research method, the data collection and statistical analysis, the results show as follows:

1 The situation of students’ background

In the survey of research questionnaire, the basic information included in gender, school, degree of age, major program, the area of school location and the intention of go to work after graduating The descriptive statistics of data from 1,142 questionnaire show (see table 3):

i Gender

In the part of gender analysis, there are 488 male students (42.7%) and 654

female students (57.3%) The results indicated that the female students are more than male students in this study

li School

In the part of school analysis, the participants who studied in national school are 535 (46.8%), other 577 participants (50.5%) studied in private schools and the

other 30 participants (2.6%) studied in municipal schools The results indicated

that there are more students in this research studied in private schools and less in municipal schools

111 Degree of Age

In the part of degree of age, 634 participants (55.5%) are 11th grade students

and the other 508 participants (44.5%) are 12th grade students The result shows

there are higher percentage of 11th grade students participated in this study

iv Major Program

In the part of major program, 229 participants (20.1%) majored in applied skill program; 57 participants (5.0%) majored in industry specialized needs program;

778 participants (68.1%) majored in vocational education; 78 participants (6.8%) majored in comprehensive high school The results show that the participants majored in vocational education most and less in the industry specialized needs program

v The area of school location

In the part of the area of school location, there are 333 participants (29.2%) studied in the schools which are located in the northern area of Taiwan; 380

participants (33.3%) studied in the schools which are located in the medium area

of Taiwan; 344 participants (30.1%) studied in the schools which are located in the southern area of Taiwan; 85 participants (7.4%) studied in the schools which are located in the eastern area of off-shore island of Taiwan The results of the study showed that the participants in this study were the most in southern Taiwan, and they had the least number of students studying in eastern Taiwan and off- shore islands

vi The intention of going to work after graduating

In the survey of the intention of go to work after graduating, there are 254

participants (22.2%) performed very high intention, 341 participants (29.9%) performed high intention, 464 participant (40.6%) performed common intention,

49 participants (4.3%) performed low intention and 34 participants (3.0%) performed very low intention The results show that the students in this research performed

Table 3 The situation of students’ background

Category Number of Prticipants Percentage Gender

Female 654 57.3 School | |

National School 535 46.8

Municipal Shool 30 2.6

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Category Number of Prticipants Percentage Degree of age

12" grade | 508 | 44.5

Major Program

applied skill program | 229 | 20.1

industry specialized needs program 57 5.0

vocational education | 778 | 68.1 comprehensive high school 78 6.8

The area of school location | |

Northern Area 333 29.2

Southern Area 344 30.1 Eastern Area and Off-Shore Island | 85 | 7.4

The intention of go to work after

graduating

2 Students’ satisfaction on collaborative teaching of industry experts There are three aspects to be discussed in this study to explore students’ satisfaction on collaborative teaching of industry experts which are “curriculum and teaching”, “linkage of industry” and “learning outcomes” The satisfaction questionnaire is answered by the way of Likert’s five point scales The scales are included in “strongly agree (5 points)”, “agree (4 points)”, “neutral (3 points)”,

“disagree (2 points)” and “strongly disagree (1 point)’ Each question will get the average score The higher scores mean the students’ higher satisfaction

i The situation of curriculum and teaching satisfaction

There are 9 items in this aspect to detect the students’ satisfaction situation about industry experts’ curriculum and teaching The results in table 4 show that the average scores are between 3.81 and 4.18 The results show that the students’ satisfaction about industry experts’ curriculum and teaching are higher than medium