為了解目前技職學生在現有的學習環境、個人學習習慣及興趣、自身人格特質和身心狀況對老師教學、教材與教法所獲得的新知識之成效與各因素間之關係，我們以學生部分重要科目之成績及自行設計的物理數學計算與數學證明等試卷作為學習成效之判定依據。至於其他各變項均以問卷方式進行評量，在經過重測信度(0.89)與同時效度(0.93)分析剔除無效問卷後，對62人（四技三甲、乙班學生）進行分析比較。分析方式包括因素分析、典型相關分析、AVOVA、MANOVA及田口法等。所有研究限制均與以上各種方法適用性有關，在此不另贅述。研究中發現因學生自己本身感興趣和受學習習慣影響越高者，對教學方法與教材的接受程度越高、對解題的意志力亦越高，數學計算能力較強。較為和善性、嚴謹自律性越高、容易有神經質的現象、其經驗開放性也越高。本身感興趣的學生相對地有較為和善性和對經驗開放性越高之傾向。對教學方法與教材的接受程度越高的學生有本身感興趣和較為和善性之傾向。有本身不感興趣、受環境影響越高、對自己的嚴謹自律性越低、個性較內向、數學計算較強的學生也有待人不和善、容易有神經質、經驗開放性越低及物理較強的傾向。有本身感興趣、受環境影響越低、對自己的嚴謹自律性越低、個性較內向的學生也有受身心狀況影響越低、受學習習慣影響越低、容易有神經質的現象、經驗開放性越低及數學證明較弱的現象。由於本初步研究僅對各變項做關聯性分析，未來會配合模糊理論、灰色理論、基因及遺傳演算、類神經或結構方程式等方法做更詳細的探討，屆時希望能看到一點研究成果。

To obtain new information, we must throughout the path of learning. Not only learning but absorbing can we acquire the knowledge we want. In this study, based on the students’ score we discuss variety factors that affect the learning achievement of students while they are learning. From this study we found that the student who is easy affected by the learning environments and have interesting in learning has willing for solving problems and receipting way of teaching. The more friendly or serious students also have nervous and open-minded inclination. The students with interesting in learning are more friendly and open-minded relatively and also easy accept the teaching conditions. Learners who are not interesting in learning and easy affected by the environments and with low serious minds but good at mathematics have unfriendly personality, easy getting nervous, low open-mind and better for Physics. Low serious minds, little environment affected, and having learning interesting students are less open-mind, weakness on mathematics prove skills and easy getting nervous.