大學校院舞蹈系學生就讀動機與學習滿意度之研究

A Study of Learning Motivation and Satisfaction for University Students in Dancing Department in Taiwan

塗孟琦(Meng-Chi Tu)

指導教授 ： 許志賢

亞洲大學/管理學院/經營管理學系碩士班/碩士(2008年)

摘要

本研究主旨在調查大學校院舞蹈系學生就讀動機與學習滿意度，研究結果可提供設有舞蹈系、所之大學校院作為改善教學及提供主管機關制定教育行政之參考。本研究以大學校院舞蹈系四年制學生計767名為研究對象，以普查的方式實施問卷調查以參考相關文獻編制之「大學校院舞蹈系學生就讀動機」暨「學習滿意度」量表為研究工具，內容包含就讀動機、學習滿意度與個人基本資料，調查期間共發出問卷767份，有效問卷563份，有效問卷比例為73％。為達本研究目的及驗證假設之需分別採用，描述性統計、獨立樣本t檢定、單因子變異數分析、薛費爾事後比較、典型相關等統計方法進行資料分析，結果發現：
一、不同背景變項的舞蹈系學生在就讀動機方面，不同學校的學生在「外界期望」中有顯著差異；不同年級的學生在「學習舞蹈知能」中有顯著差異。
二、不同背景變項的舞蹈系學生在學習滿意度方面，不同學校的學生在「教師教學專業能力」及「場地器材及設備」中有顯著差異；不同年級在「教師教學專業能力」、「場地器材及設備」及「課程規劃」中有顯著差異；不同就讀舞蹈系前習舞年資的學生在「場地器材及設備」中有顯著差異。
三、就讀動機與學習滿意度之間有相關存在。

關鍵字

舞蹈系、就讀動機、學習滿意度

並列摘要

This study is to investigate learning motivation and learning satisfaction amonguniversity students in dancing department in Taiwan. A total of 767 students majoring in dancing in university have been included in this study. A self-designed instrument, “Questionnaire of University Students’ Learning Motivation and Satisfaction in Dancing Department” was developed and administered to them. The questionnaire consisted of three parts: personal information, learning motivation, and learning satisfaction. As a result, out of 767 university students majoring in dancing surveyed, 563 completed and returned their questionnaires, thus 73% counted as being valid. Based upon the purpose and the hypotheses testing of this study, all data were processed using descriptive statistics, t test, one-way ANOVA, Scheffe and Canonical correlation analysis method.
Three major findings are as follows:
1. In terms of students from different schools, there were significant differences found with others’ expectations in learning motivation; in terms of students of different years, significant difference were found with the dancing learning perception in learning motivation.
2. In terms of students from different schools, there were significant differences found with teachers’ professional competency, and field facility equipment in learning satisfaction; in terms of students of different years, there were significant differences found with teachers’ professional competency, field facility equipment and curriculum planning; in terms of the years students have learned dancing before attending university, significant differences were found with field facility equipment.
3. There was significant correlation between learning motivation and learning satisfaction.
In conclusion, the recommendations proposed by this study will be offered to university that offers dance programs for reference.

並列關鍵字

dancing department, learning motivation, learning satisfaction

參考文獻

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