本研究旨在調查及瞭解台北市公立高級工業職業學校服務學習實施的現況與類型，探討學生個人背景因素與服務學習參加的原因對服務學習的參與態度、參與時數的影響，服務學習的參與態度與參與時數之間的相關，以做為往後服務學習實施策略改進之參考。
本研究採「文獻分析」、「問卷調查」研究方法，以九十一學年度台北市公立高級工業職業學校學生共3383人為母群，採分層叢集抽樣方式共抽取11個班級為樣本共370人，以自編「台北市公立高工服務學習參與態度」調查問卷為工具進行調查研究。獲得之資料採用：平均數、百分比、標準差、積差相關、單一樣本平均數考驗(one sample t-test)、及單因子變異數分析(one way ANOVA, F-test)做分析考驗。
本研究獲得重要結論簡述如下：
一、台北市公立高級工業職業學校學生服務學習平均時數均達8小時以上。學生最經常參與的服務學習項目依序是「社區服務」、「休閒服務」、「文化建設」。最經常參與的服務學習機構是「學校」、「社區」。最常參與的服務學習實施模式是「自己安排服務」。
二、台北市公立高級工業職業學校學生參與服務學習的主要原因是「學校規定」，多數學生參與服務學習工作內容與在學校所學專業無關。
三、台北市公立高級工業職業學校不同科別的學生對服務學習參與時數有明顯的差異，不同性別及科別的學生對服務學習參與態度亦有明顯的差異。
四、台北市公立高級工業職業學校學生服務學習參加原因不同，服務學習參與時數及參與態度方面有明顯的差異。
五、台北市公立高級工業職業學校學生服務學習參與時數和參與態度之間的有明顯的相關性。

This research has attempted to investigate and understand the present situation and categories of the practices of service learning in the Taipei municipal public vocational schools. To improve future strategies for service learning practice, the present research has explored the influences of the students’ personal factors and their reasons for participating in service learning on their attitudes toward their participation in service learning and on the duration of their participation. Also, this research has discussed the relationships between their attitudes toward the participation in service learning and the duration of their participation.
This research has employed the methodologies of “documentation analysis” and “questionnaires”, with 3,383 students from the Taipei Municipal public vocational schools in 2002 as the population, and by means of stratified random cluster sampling to select 370 persons from 11 classes. The acquired information has been analyzed and tested according to the “mean”, “percentile” , “standard deviation” , “Pearson’s product-moment correlation” , “one sample t-test” , “one-way ANOVA” and “F-test” .
This research has achieved some important conclusions, summarized as follows:
1. The average hours of the Taipei municipal public vocational school students’ service learning are more than 8 hours. The most frequently participated service learning items are, in order of frequency, “community service”, “leisure service” and “cultural establishments”. The most frequently participated service learning institutes are “schools” and “communities”. The most frequently participated learning service practice mode is “self-arranged service”.
2. The major reason of the Taipei municipal public vocational school students for participating in service learning is “school requirements”. The contents of most of the students’ participation in service learning bear no relation to their studies at schools.
3. The differences in departments among the Taipei municipal public vocational school students result in obvious distinctions in relation to the duration of their participations in service learning. The differences in sex and departments result in obvious distinctions in relation to their attitudes toward their participations in service learning.
4. The different reasons of the Taipei municipal public vocational school students for participating in service learning have obvious influences on the duration of their participations and their attitudes toward their participations.
5. The duration of the Taipei municipal public vocational school students’ participation in service learning obviously relates to their attitudes toward their participations.

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