日夜間部學生體育課程的期望與滿意度之調查研究－以萬能科技大學為例

Study of the Physical Education Curriculum Expectation and Satisfaction among College Students in Day Division and Evening Division-A Case Study of Vannung University...

李文益(Wen-Yi Lee) ； 許秋玫(Chiu-Mei Hsu) ； 賴茂盛(Mao-Sheng Lai)

《2008年台灣銀髮族休閒運動與健康產業發展學術研討會論文集》 2008年 (2008/12) Pp. 213-223

https://doi.org/10.29435/2008YINFA.200812.0213

摘要

本研究旨在探討萬能科技大學日、夜間部學生對體育課程之期望與滿意度現狀，並依學生不同部別、性別及所屬學群等變項，探討滿意度之差異情況。以「萬能科技大學學生體育課程態度調查問卷量表」為研究工具，採不記名全體普測方式進行問卷。有效樣本日間部2463份，夜間部1894份，合計4357份。研究獲得結果如下：一、大多數日、夜間部學生認同體育課程具有正面教育意義；期望體育課程授予學分，每週2小時2學分，並列入畢業學分；贊成男、女合班上課及開設進階體育課程；認為最理想的上課人數為31至40人之間；會以興趣為第一優先因素來考慮修習體育課程，並認為興趣選項分組教學實施年級最好從一年級開始；期望的體育老師類型以分組自由活動型比例最高，上課方式以簡單示範即分組自由活動比例最高。二、日、夜間部學生之滿意度高低依序均為「教師教學」、「同儕關係」、「學習效果」、「教學行政」、「場地設備」層面因素。三、夜間部學生在「教師教學」、「教學行政」、「學習效果」、「同儕關係」及「場地設備」層面因素之滿意度，顯著（P＜.05）高於日間部之學生。四、日、夜間部男生在「學習效果」層面因素，女生在「教師教學」、「教學行政」、「學習效果」、「同儕關係」及「場地設備」層面因素之滿意度，存在顯著差異（P＜.05）。五、日、夜間部工程學院及管理學院學生體育課程之滿意度，存在顯著差異（P＜.05），電資學院學生，則無顯著差異存在（P＞.05）。

關鍵字

體育課程 ； 滿意度

並列摘要

The purpose of this study was to investigate the expectation and satisfaction of physical education (P.E) curriculum among college students in day division and evening division. The satisfaction differences between divisions, genders, and colleges were analyzed. VannungUniversity questionnaire was used for all day division and evening division students. A total of 4357 participants including 2463 in day division and 1894 evening division were valid samples.1. Most of the students agreed PE curriculum have positive educational meanings and expected 2 credits for 2 hours counted toward graduation credits. They also agreed male and female mixed courses with advanced courses. The idea number of students were 31-40 in a class. The first consideration selecting P.E course was interest and preferred interest elective course since freshmen year. Most of the students preferred simple demonstration then free activity and expected more group free activities.2. The order of satisfaction among day division and evening division were: instructors' teaching, peer relationship, learning effectiveness, teaching administration, and facilities and equipments.3. Evening division students scored significant higher (p＜.05) in instructors' teaching, learning effectiveness, peer relationships, and facilities and equipments than day division students.4. There were significant differences among day division and evening division female students in instructors' teaching, teaching administration, learning effectiveness, peer relationships, and facilities and equipments while only significant differences among day division and night division males in learning effectiveness.5.There were significant difference in PE curriculum satisfaction among students in college of engineering and college of management in both day division and evening division while no significant difference among students in college of computer and information system.

並列關鍵字

PE curriculum ； satisfaction