高級中等學校招生策略、選校評估與學習滿意度關係之研究

本研究主要的目的在了解高中學生對於目前高級中等學校的招生策略，學生選校評估和學生學習滿意度的覺察與感受。探討不同型態學校之高中學生，對於中學招生策略，學生選校評估與學生學習滿意度知覺之現況、差異情形；探悉中學招生策略，學生選校評估與學生學習滿意度之關係；並檢定中學招生策略，學生選校評估與學生學習滿意度結構方程式之適配情形。　　依據本研究目的，本研究採用問卷調查法，編製「高級中等學校招生策略、選校評估與學習滿意度關係之研究調查問卷」進行調查，以中部地區，包括臺中市、南投縣市、苗栗縣市、新竹市等四縣市高級中等普通型、技術型、進修學校之學校學生，共抽取41所學校，共計460位受試者樣本，計回收449份有效問卷，有效問卷回收率為97.60%；蒐集的資料以描述統計分析、t考驗、單因子變異數分析、績差相關分析及結構方程式等統計發法，進行數據分析。本研究所總結之結論如下： 1. 招生策略實施、選校評估與學習滿意度三者普遍具有中高度正相關，其中影響學習滿意度較高之潛在變項為選校評估。 2. 招生策略的落實能藉由選校評估的調查分析，以達到學習滿意度的提升。 3. 高中學生對於各分向度感受高低依次為：招生策略中「學費與獎助」較高、以「升學與就業」較低；選校評估是「經濟考量」較高、而「親友推薦」較低；學習滿意度則「學習環境」較高、在「學習效果」較低。 4. 招生策略、選校評估、學習滿意度之知覺，普遍以進修學校三年級、技術高中、南投縣市等學生較高，性別與學校規模在各向度上無顯著差異。 5. 對學習滿意度預測力較高之變項，分別為招生策略之「教師與行政」、選校評估之「生涯規劃」。 6. 本研究建構之影響關係模式、潛在變項間的關係受到觀察資料所支持，招生策略、選校評估可以解釋學習滿意度總變異量的91.4%，解釋變異量甚佳。依據本研究的發現以及結論，於最後一章提出相關建議，俾利來者及教育機關、學校參考。

關鍵字

招生策略；選校評估；學習滿意度

並列摘要

The main purpose of this research is to understand high school students’ perceptions and feelings of current high school enrollment strategies, school selection evaluation and student learning satisfaction. Explore the current situation and differences of high school students from different types of schools with regard to the enrollment strategy of middle schools, the evaluation of students’ school selection and the perception of student learning satisfaction; explore the relationship between enrollment strategies of middle schools, the evaluation of school selection and students’ learning satisfaction; and verify the middle school Enrollment strategy, student selection evaluation and the fit of the structural equation of student learning satisfaction. According to the purpose of this research, this research adopts the questionnaire survey method to compile the "Research Questionnaire on the Relationship between Enrollment Strategies, School Selection Evaluation and Learning Satisfaction of Senior Secondary Schools". A total of 41 schools in Taichung City, Nantou County, Miaoli County, and Hsinchu City were selected, a total of 460 subjects were selected, and 449 valid questionnaires were recovered. The effective questionnaire recovery rate was 97.60%. ; The collected data were analyzed by descriptive statistical analysis, t-test, one-way analysis of variance, Pearson Product Moment Correlation Coefficient Analysis, structural Equation Modelling and other statistical methods. The conclusions of this study are as follows: 1. Enrollment strategy implementation, school choice evaluation and learning satisfaction generally have a medium-high positive correlation, and the high latent variable affecting learning satisfaction is school choice evaluation. 2. The implementation of enrollment strategy can be used to improve learning satisfaction through the investigation and analysis of school selection evaluation. 3. High school students' perceptions of each sub-dimension are as follows: Among the admissions strategies, "tuition fees and scholarships" are relatively high, while "admission to higher education and employment" are relatively low; School selection evaluation is that "economic considerations" are higher, and "recommendation by relatives and friends" is lower; ; Learning satisfaction is higher in "learning environment" and lower in "learning effect". 4. In terms of enrollment strategy, school selection evaluation, learning satisfaction perception, etc., students in the third grade of night school, higher vocational school, and Nantou County are generally higher, and there is no significant difference between gender and school size. 5. Variables with high predictive power for learning satisfaction were “Teachers and Administration” in admissions strategies and “Career Planning” in school choice assessments. 6. The relationship between the influence relationship model constructed in this study and the latent variables is supported by observational data. Enrollment strategies and school choice evaluations explain 91.4% of the total variance in learning satisfaction, which is very good. Based on the findings and conclusions of this research, relevant suggestions are made in the last chapter for reference by profit-payers, educational institutions and schools.