國中藝術才能音樂班學生就讀動機與學習滿意度研究－以新竹縣個案學校為例

本研究旨在探討新竹縣國中藝術才能音樂班學生就讀背景、就讀動機與學習滿意度之現況，分析不同背景變項下學生就讀動機與學習滿意度之差異，並探討就讀動機與學習滿意度之間的相關情形。本研究以個案研究法為主，參酌相關文獻編製「新竹縣國中藝術才能音樂班學生就讀動機與學習滿意度研究問卷」作為研究工具，以個案學校107學年度學生為研究對象，計發放59份問卷，回收59份，得有效卷59份，所得資料經統計軟體SPSS20.0進行描述性統計分析、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關係數分析處理，併同半結構式訪談資料，採用立意取樣方式針對12名學生進行訪談作為整體內容之參考。研究者依據資料分析與結果，提出下列研究結論：一、個案學校藝術才能音樂班學生現階段就讀背景概述：就讀人數達滿班上限，學生國　　小音樂學習背景主要場所為音樂性社團及校外坊間音樂教室，而未來選擇繼續就讀　　高中普通班者人數最多；學生彼此間家庭背景差異情形小。二、個案學校藝術才能音樂班學生傾向「中等」就讀動機程度，其中以「知識與　　技術層面」認同程度最高，其次為「成就與獎賞層面」、「身心需求層面」、　　「推薦與鼓勵層面」、最後是「自我實現層面」。三、個案學校藝術才能音樂班學生之整體學習滿意度傾向「滿意」程度，其　　中以「人際關係」滿意度最高，其次為「教師教學」、「環境設備」、「課　　程教材」、最後是「專業課程學習成效」。四、不同背景變項下，個案學校藝術才能音樂班學生之就讀動機與學習滿意　　度各構面未具有顯著差異。五、個案學校藝術才能音樂班學生就讀動機與學習滿意度各構面沒有相關情　　形。　　最後依據研究結論，向相關主管教育行政單位與學校、教師以及未來後續研究之方向提出建議。關鍵字：藝術才能音樂班、就讀動機、學習滿意度

關鍵字

藝術才能音樂班；就讀動機；學習滿意度

並列摘要

This study explored the background, enrollment motivation, and learning satisfaction of students in artistically talented music programs in junior high schools in Hsinchu County. In addition, it analyzed differences in enrollment motivation and learning satisfaction among students with various background variables and investigated the correlation between enrollment motivation and learning satisfaction. In this case study, relevant literature was referenced to prepare a questionnaire on the enrollment motivation and learning satisfaction of students in artistically talented music programs in Hsinchu County junior high schools. Students in the 2018–2019 academic year in targeted schools were recruited as research participants. A total of 59 questionnaires were distributed and subsequently collected, all of which were valid. The data then underwent a descriptive statistical analysis, independent sample t test, one-way analysis of variance, and Pearson product-moment correlation coefficient analysis using SPSS20.0. A semistructured interview was also conducted, whereby 12 students were interviewed through purposive sampling, and this data were a reference for the overall content. Based on the data analysis and results, the following conclusions were proposed: 1. The number of students in artistically talented music programs reached the maximum enrollment limit per class. The students’ music learning background in primary schools consisted mostly music clubs and off-campus music classrooms, and most students chose to enroll in ordinary classes in high school in the future. The students exhibited little difference in family background. 2. The students displayed “moderate” enrollment motivation, with “knowledge and technical aspects” being the greatest motivation, followed by “achievements and rewards”, “physical and psychological needs”, “recommendations and encouragement”, and “self-actualization.” 3. The overall satisfaction level of the students was “satisfied,” with “interpersonal relationships” being the greatest factor, followed by “teachers’ teaching”, “environment and equipment”, “course materials”, and “learning outcome of professional courses.” 4. With different background variables, no significant difference was observed among aspects of enrollment motivation and learning satisfaction of students. 5. No correlation was observed between enrollment motivation and learning satisfaction of students. 　　Finally, suggestions and future research directions were proposed to relevant education administrative units, schools, and teachers based on the research conclusions. Keywords: artistically talented music program, enrollment motivation, learning satisfaction