國小學生參與學校課餘社團活動動機、阻礙因素及學習成效之研究

The Study on Primary School Student Clubs' Activities Particpation, Constraints and Learning Effect

游宗益(Tsung-Yi Yu)

指導教授 ： 吳榕峯副教授 李明榮　教授

亞洲大學/管理學院/經營管理學系碩士班/碩士(2008年)

摘要

本研究目的為探討國小學生參與學校課餘社團動機、阻礙因素及學習成效之概況。以台中縣縣立國民小學96學年度中、高年級，有參加學校課餘社團活動之學生為研究對象，採問卷調查方式，有效問卷共514份，以自編之「國小學生參與學校課餘社團動機、阻礙因素及學習成效調查問卷」為工具，進行資料蒐集，並分別採用敘述統計、因素分析、獨立樣本t檢定、單因子變異數分析、Duncan檢定法、Pearson基差相關分析等統計方法進行資料處理。研究結果為：
一、在課餘社團活動參與動機的十個因素中，參與動機最明顯前五項因素的依序為能否提供自我挑戰的機會、增加知識與技能、使心情愉快、發揮自己的專長、獲得成就感。
二、在課餘社團活動參與阻礙的十四個因素中，阻礙因素最高前五項依序為個人對社團活動的喜好和偏見、目前的教育階段、個性內向、設施或場地的品質、設施或場地的充裕程度。
三、在課餘社團活動學習成效的十三個因素中，學習成效因素最高前五項依序為和同學成為好朋友、獲得愉快的滿足感、與同學合作之滿意程度、對於社團活動之滿意程度、與同學相處的感覺之滿意程度。
四、課餘社團活動參與動機與阻礙因素之關係呈現負相關，顯示參與課餘社團的學生因其對課餘社團參與動機愈高，其所面對的阻礙因素就會愈小。
五、參與阻礙與學習成效因素之關係也是呈現負相關，顯示參與課餘社團的學生因其對課餘社團參與阻礙愈高，其所面對的學習成效就會愈低。
六、課餘社團活動參與動機與學習成效因素之關係呈現正相關，表示顯示參與課餘社團的學生因其對課餘社團參與動機愈高，其所獲得的學習成效就會愈高。

關鍵字

課餘社團活動 ； 參與動機 ； 參與阻礙 ； 學習成效

並列摘要

The objective of this research is to make a brief discussion of elementary school students participating in after-school social organization activities’ motivation, the hindrance factors and the study results. The research subjects were based on Taichung county county-operated national elementary school of the 2007-school year’s (medium and higher grade) students that have participated in after-school social organization activities. Using the questionnaire survey method, I had collected altogether 514 effective questionnaires to utilize them in my self-edited “Elementary School Students Participating in After-school Social Organization’s Motivation, the Hindrance Factors and Study Results Questionnaires” as the tools to carry out data collecting; and adopting the descriptive statistics, factor analysis, independent sample t-test, one-way ANOVA, Duncan test and Pearson product-moment analysis, etc. statistic methods separately to perform data processing. The research findings are listed as below:
1. Among the 10 factors of after-school social organization activities’ participation motivation, the five most obvious participation motivation factors in sequence order are whether or not be able to provide self-challenge opportunity, to increase knowledge and skill, to be in a happy mood, to display own specialty, and to obtain a sense of achievement.
2. Among the 14 factors of after-school social organization activities’ participation hindrances, the five highest hindrance factors in sequence order are personal fondness and prejudice toward social organization activities, the current education stage, individuality introversion, the facility or location quality, and the abundanceness of facility or location.
3. Among the 13 factors of after-school social organization activities’ study results, the five highest study result factors in sequence order are to become good friends with classmates, to obtain happiness and a feeling of satisfaction, the satisfactory level in cooperating with classmates, the satisfactory level toward social organization activities, and a satisfactory level to have a feeling to get along with classmates.
4. The relationship of after-school social organization activities’ participation motivation and hindrance factors is presented in adverse correlation. This indicates that the higher the participated students in after-school social organization have on after-school social organization’s participation motivation, the smaller the hindrance factors they will face.
5. The relationship of participation hindrance and study result factors is also presented in adverse correlation. This indicates that the higher the participated students in after-school social organization have on after-school social organization’s participation hindrances, the smaller the study results they will face.
6. The relationship of after-school social organization activities’ participation motivation and study result factors is presented in positive correlation. This indicates that the higher the participated students in after-school social organization have on after-school social organization’s participation motivation, the higher the study results they will obtain.

並列關鍵字

after-school social organization activities ； participation motivation ； participation hindrance ； study results

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