台北地區國、高中撞球選手學習滿意度之研究

本研究之目的在於探討：一、瞭解台北地區國、高中撞球選手學習滿意度之現況；二、比較不同背景變項之撞球選手在學習滿意度之差異情形。本研究以自編之「台北地區國、高中撞球選手學習滿意度問卷」來收集所需資料，問卷包含：一、個人基本資料；二、學習滿意度量表，量表包含：教師教學、場地器材、安全衛生及學校行政等四個因素。本研究以台北地區國、高中選手分爲國一、國二、國三、高一、高二、高三等年級學生爲研究對象，共發放130份問卷，回收有效問卷117份，有效回收率爲90%。資料處理採敘述統計、獨立樣本t檢定、單因子變異數分析及scheffe事後比較。調查所得的資料經統計分析後，結果發現：一、台北地區國、高中撞球選手學習滿意度以「教師教學」爲最高，其次依序分別爲：「學校行政」、「安全衛生」及「場地器材」等。另外，在撞球訓練課程整體的學習滿意度介於「非常滿意」與「滿意」之間，偏向於滿意程度(M=4.07)。二、不同就讀年級、學校規模及學校屬性有顯著性差異，但性別、訓練年資、教練屬性則無顯著性差異。本研究所得之結果，藉以暸解國、高中撞球選手之學習滿意度，進一步能尋出各項差異，作成討論與建議，可供學校撞球教學之參考。

關鍵字

國；高中撞球選手；學習滿意度

並列摘要

The Purpose of this study as: 1. to find out the current situation of the learning satisfaction of Junior and Senior High School amateur boxers in Kaohsiung-Pingtung Region; 2. to contrast the differences among selected demographic variables on boxer's learning satisfaction. This study took the ”Learning Satisfaction Questionnaire Survey of Junior and Senior High School amateur boxers in Kaohsiung-Pingtung Region” compiled by ourselves to collect the data. The questionnaire included: 1. personal background information; 2. learning satisfaction scale included teachers' instruction, facilities & equipment, safety and health, school administration management, and classroom climate. This study took the first grade, second grade, and third grade students in Junior and Senior High Schools as the sample. There were 130 questionnaire sheets distributed and 117 valid questionnaires returned. The valid response rate was 90%. The data were processed with through descriptive statistics, independent sample t-test, one-way ANOVA, and Scheffe's Post Comparison. The conclusions of this the research were as follows: 1. Junior and Senior High School amateur boxers were the most satisfied with ”learning effect”, which was followed in the order by ”teachers' instruction”, ”classroom climate”, ”school administration management”, ”safety and health”, and ”facilities & equipment”. In addition, the entire learning satisfaction of boxing class located in between the interval of ”Satisfied” and ”Utmost Satisfied” which meant it approached the satisfaction (M=4.07). 2. The aspects of different study grades, school size, and the school attribute, reached the significant difference, but the gender, sports years, coach attribute, and class attribute didn't reached the significant difference. Finally, by means of understanding the learning satisfaction of Junior and Senior High School amateur boxers and recognizing the difference of each factor, this study proposed the conclusions and suggestions for school boxing teaching.