本研究旨在探討高職（中）工業類科學校學生知覺教學效能的差異性比較，研究對象選取了35所學校的700位學生進行問卷調查，有效回收問卷為658份，研究中使用了平均數、標準差、t考驗、單因子變異數分析、單因子多變量變異數分析等統計方法進行正式問卷之分析。另外研究中編製「高職（中）工業類科學校教學效能問卷」之信、效度良好，學生填答之問卷皆包含六個因素（教學自我效能信念、系統呈現教材內容、有效教學技術、師生互動關係、良好班級氣氛、多元教學評量）及29個題項；學生填答問卷之內部一致性係數介於.763至.874間，整體問卷之內部一致性係數為.947。探索式因素分析中，問卷之因素累積解釋變異量為64.55%。研究發現高職（中）工業類科學校中，不同背景變項的學生，在知覺教學效能上有顯著的差異。此外，學生在整體教學效能及其六個因素的知覺上，尚屬良好。根據研究發現，本研究提出建議以供未來研究之參考。

The purpose of this study was to explore students' perception of teaching effectiveness in vocational senior high school of industrial programs, Taiwan. Based on literature review, the questionnaire was developed. There were 700 copies of questionnaires were sent out, and 658 copies of effective questionnaires received. The statistical methods used were mean, standard deviation, t-test, one-way ANOVA and one-way MANOVA. The teaching effectiveness questionnaire consists of six factors (teaching self-efficacy, systematical presentation of instructional materials, effective instructional techniques, good teacher-student relationship, good classroom climate, multiple teaching evaluations) and 29 items. The internal consistency a coefficients ranged from .763 to .874, the overall a coefficient was .947. The exploratory factor analysis showed that cumulative variance was 64.55%. The overall students' perception on teaching effectiveness was acceptable. In addition, there were significant differences of different students' background variables on teaching effectiveness. Based on the findings of this study, some conclusions and recommendations are provided.