新竹市國中管樂社團學生學習滿意度之研究

The Survey on the Learning Satisfaction of Junior High Wind Band Students in Hsinchu City

張維芬(Chang Wei-Fen)

指導教授 ： 吳舜文

國立臺灣師範大學/音樂學院/音樂學系/碩士(2016年)

https://doi.org/10.6345/NTNU202203991

摘要

本研究旨在瞭解新竹市國中管樂社團學生之學習滿意度，並探討管樂社團不同背景變項的學生在學習滿意度之差異情形。本研究採用問卷調查方法，以新竹市國中管樂社團學生為研究對象，以研究者自編「國中管樂社團學生學習滿意度調查問卷」為研究工具，發放問卷210份，回收207份，有效問卷195份（92%）。所得資料以描述性統計、t考驗、單因子變異數分析及雪費事後比較等統計方法進行資料分析。茲歸納研究結果如下：

一、新竹市國中管樂社團學生學習滿意度整體來說傾向「滿意」程度，以「自我效能」滿意度最高，其次為「分部教學」、「人際關係」、「團練教學」、「行政關懷」。
二、「性別」、「年級」與「是否擔任幹部」等變項在整體及各構面之學習滿意度未具差異。
三、「國小是否參加音樂社團」變項在「分部教學」構面與「不同學校」變項在「團練教學」構面之學習滿意度具有差異。
四、「課後練習時間」變項在「行政關懷」、「人際關係」構面之學習滿意度具有差異。
五、「參與動機」變項在「團練教學」、「分部教學」與「人際關係」構面之學習滿意度具有差異。
六、「升學意願」變項在「團練教學」、「行政關懷」、「人際關係」、「自我效能」具有差異。

最後，根據研究結果，對學校單位、校內社團指導老師、管樂社團學生的家長及未來研究提出建議。

關鍵字

國中管樂社團 ； 學習滿意度 ； 音樂教育

並列摘要

The purpose of this study was to investigate the learning satisfaction of the wind band club students of junior high schools in Hsinchu City, and to understand the differences of learning satisfaction on each student’s different background. Questionnaire survey was conducted to achieve these goals. Research subjects were wind band club students of junior high schools in Hsinchu City. The self-made instrument, “Questionnaire for Learning Satisfactions of Wind Band Club Students of Junior High Schools” was used in the study. In total, 210 questionnaires were distributed and 207 were collected. The collection rate was 92% with 195 effective copies. The data were followed by the analysis methodology: descriptive statistic, independent-sample T-test and one-way ANOVA. The results were as followed.

1.Regarding the learning satisfaction of the wind band club students of junior high schools in Hsinchu City, the overall learning satisfaction reaches the level of “satisfying.” Among all categories, the “self-efficacy” stands out to be the most satisfying, followed successively by “ensemble teaching,” “instrumental teaching,” “peer relationship,” and “administrative concerns.”
2.The “gender” factor does not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects.
3.The “grade” factor does not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects.
4.The factor of “background of music clubs in elementary school” shows differences under categories of “instrumental teaching.”
5.The factor of “after-school practice” shows differences under categories including “ensemble teaching,” “instrumental teaching” and “peer relationship.”
6.The factor of “motive to attend wind band club” shows differences under categories including “ensemble teaching,” “instrumental teaching,” and “peer relationship.”
7.The factor of “willingness for continuous learning” shows differences under categories including “ensemble teaching,” “peer relationship,” “administrative concerns,” and “self-efficacy.”
8.The factor of “student leader of wind band club” does not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects.
9.The factor of “different schools” shows differences under categories of “ensemble teaching.”

Finally, based on these research results, this study addresses suggestions accordingly for the benefit of schools, teachers, parents and future studies.

並列關鍵字

wind band club ； learning satisfaction ； music education

參考文獻

中文

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