本研究旨在探討學習弱勢學生參加教育部攜手計畫的學習滿意度與學習成效之現況、差異、相關及預測情形。研究者依據文獻設計問卷題目,以桃園縣辦理攜手計畫國民小學三至六年級學生為研究對象,自編Likert五點計分量表問卷為研究工具,共發放700份問卷,收回問卷660份,回收率為94.3﹪,其中有效問卷655份,無效問卷15份。資料分析處理採用描述統計,獨立樣本t考驗、單因子變異數分析、皮爾遜積差相關以及多元迴歸。本研究資料統計分析結果為: (一)桃園縣國小學生對攜手計畫呈現高度的學習滿意度及學習成效。學 習滿意度以「教師教學」層面得分最高,「課程內容」層面得分最低;學習成效以「情意部份」層面表現最佳,「認知部分」層面仍需加強。 (二)不同背景變項與學習滿意度在「性別」、「學校規模」、「學校位置」及「班級人數」上部分達顯著差異;不同年級的國小學生對攜手計畫的學習滿意度則無顯著差異。 (三)不同背景變項與學習成效在「學校規模」與「學校位置」上部分達顯著差異;不同性別、年級與班級人數的國小學生對攜手計畫的學習成效則無顯著差異。 (四)桃園縣國小學生對攜手計畫之學習滿意度與學習成效達顯著正相關。學習滿意度愈高,其學習成效愈高;反之,則愈低。 (五)學習滿意度可有效的預測學習成效,其中以「人際關係」的解釋力最高。
Abstract The purpose of this study is to investigate Minority Students’ learning satisfaction and learning effectiveness of After School Alternative Program in Taoyuan Elementary Schools. Researcher designs questionnaire to analyze the relationship between students’ learning satisfaction and effectiveness of After School Alternative Program and to predict students’ satisfaction for learning effectiveness. The objects of study are the students who are in the third grade, the fourth grade, the fifth grade and the sixth grade in Taoyuan Elementary Schools having After School Alternative Program. Through questionnaire investigation, there are 700 questionnaires distributed. The return rate is 94.3%. The results are as followed: 1. Students’ learning satisfaction and effectiveness to After School Alternative Program are moderately good in Taoyuan Elementary Schools. 2. There are differences significantly in “sexual”, “school scale”, “school location” and “class size” based on different backgrounds and learning satisfaction. 3. There are differences significantly in “school scale” and “school location” based on different backgrounds and learning effectiveness. 4. Students’ learning satisfaction and effectiveness of After School Alternative Program are positively and significantly correlated. 5. Students’ learning satisfaction can predict students’ learning effectiveness. The interpersonal relationship also has significant predictions.