台灣從民國五十七年開始實施九年一貫國民義務教育之後,對於國民的知識水平皆有明顯的成效,由於社會急遽變遷及家庭因素下,使得教育漸漸衍生出一些問題。學生滿意度是指學生在求學階段的主觀體驗,雖然很難從學生滿意度找到教育成效有絕對關係,但不失為一可衡量之參考價值,所以學生滿意度提供了改進教育品質的重要指標,對於學校行政者而言,可透過滿意度的調查來調整治校方向、重新檢視其資源分配比例;對學生而言,可經由調查滿意度的過程,更加了解學校,是故國內外有許多學校進行學生滿意度的評估,亦有許多文獻研究有關學生滿意度,可見學生滿意度實具有其價值。本研究參考學者研究之分類,將學習滿意度定義為學習環境、課程教材與教師教學三者,然後針對國中學生在學習英文課程來進行調查。調查發現,學習環境、課程教材與教師教學三者對於學習績效都有正向的影響,其中以課程教材影響最大,提供學校在進行英文教學時,一個可以提升學生學習滿意度與學習績效的依據。
Student satisfaction is the student's subjective experience during the study period, although it is difficult to find satisfaction from the educational outcomes of students have an absolute relationship, but not lost for the balance amount available as reference value, so the students have provided a satisfaction to enhance education quality important indicator for school administrators are concerned, through the satisfaction of the direction of the investigation to adjust and administer schools, to review its resource allocation than the legislation; For students, satisfaction surveys could be through the process of understanding more plus school, Therefore in many schools at home and abroad to conduct the assessment of student satisfaction, there are many literature on student satisfaction, student satisfaction can see a real value. This study of classification of academic research, the learning satisfaction is defined as the learning environment, curriculum materials and teaching the three, and for junior high school students learning English courses to be investigated. Survey found that the learning environment, curriculum materials and teaching performance of the three for learning have a positive impact, in which the greatest impact on the curriculum materials to provide English instruction during the school, a student can enhance learning satisfaction and learning performance.