本研究為探討九十八學年度雲林地區高職實用技能學程美髮技術科學生不同的背景因素在學習滿意度上的差異情形,將結果及建議提供給相關教育單位、學校行政主管、學校教師、學生家長及各方注意,期盼能重視學生的需求,以提高學生學習滿意度,以作為未來實施改進方案的參考。 本研究對象為九十八學年度雲林地區高職實用技能學程美髮技術科學生,樣本抽取以普查方式,研究工具採自編問卷調查方式,共計發放245份問卷,回收240份問卷,扣除無效問卷14份,剩餘226份有效問卷,有效回收率達92.2%,運用SPSS 12.0 版統計套裝軟體做為分析工具進行統計分析。 在樣本資料回收後,透過描述性統計、因素分析、信度分析、單因子變異數分析、獨立樣本t檢定、雪費事後比較等統計方法進行分析,並獲得以下結論: 一、 整體來說,八項樣本統計變項特性中共計有「年級」、「就讀原因」、「證照」以及「生涯規劃」等四項在學習滿意度上有顯著差異。 二、 不同年級的學生在「教師教學與課程教材」、「學習環境」與「學校行政」三個因素構面的學習滿意度上有顯著差異。 三、 不同就讀原因的學生在「教師教學與課程教材」、「學校行政」與「學習環境」三個因素構面的學習滿意度上有顯著差異。 四、 有無証照的學生在「教師教學與課程教材」與「學校行政」兩個因素構面的學習滿意度上有顯著差異。 五、不同生涯規劃的學生在「學習成果」與「人際關係」兩個因素構面的學習滿意度上有顯著差異。
This study is to explore learning satisfaction for students of practical technical program in dept of hair dressing in vocational high school in Yunlin area by a questionnaire survey. It is attempt to provide some suggestions for education departments, school administrators, teachers, parents and someone else. We expected the corresponding persons to pay more attention for students’ need, to improve the learning satisfaction for students. We received 240 out of 245 questionnaires. After deleting 14 ineffective questionnaires, the remaining 226 questionnaires yield the efficient receive ratio is about 92.2%. To analyze the collected data the statistical methods used include factor analysis, reliability analysis, mean test, cluster analysis and discriminate analysis. The construct of learning satisfaction consists of five factors, which are “teacher teaching and course context”, “learning environment”, “learning achievement”, “relationship” and “school administration”. Conclusions are given as follows. 1.Four of the eight sample characteristics including ‘grade’, ‘choosing reason’, ‘certificate’ and ‘graduate intention’ are significantly correlated with learning satisfaction. 2.Different grades results in different satisfaction for the three factors “teacher teaching and course context”, “learning environment” and “school administration”. 3.Different choosing reasons results in different satisfaction for the four factors “teacher teaching and course context”, “learning achievement”, “relationship” and “learning environment”. 4.Students with or without certificates have different satisfaction for the two factors “teacher teaching and course context” and “school administration”. 5.Different graduate intention results in different satisfaction for the two factors “learning achievement” and “relationship”