臺北市高中體育班學生學習動機與課程滿意度之研究

Learning Motivativations and Course Satisfaction among High School Athetic Class Students in Taipei City

魏玉珍(Wei Yu-jen)

指導教授 ： 黃金柱

國立臺灣師範大學/運動與休閒學院/體育學系在職進修碩士班/碩士(2011年)

摘要

本研究目的旨在探討不同背景之高中體育班學生對學習動機及課程滿意度之差異之情形，及高中體育班學生對學習動機及課程滿意度之相關情形，研究期間自2009年10月至2010年11月，進行深度訪談，再以臺北市高中體育班學生534人為研究對象，採自編之「臺北市高中體育班學生學習動機與課程滿意度之調查問卷」進行研究，並將所得資料加以分析，學習動機歸納四個構面：知識需求、成就需求、紓壓需求、社會需求；課程滿意度歸納四個構面：教師教學滿意度、環境設備滿意度、行政支援滿意度、課程內容滿意度，透過自編之「臺北市高中體育班學生學習動機與課程滿意度調查問卷」為工具實施調查。有效問卷以描述性統計、獨立樣本t考驗、單因子變異數分析、Scheffé事後比較、典型相關等統計方法進行資料處理。重要研究結果如下：
一、臺北市高中體育班學生整體學習動機情形為中上程度，就各構面的就讀動機而言，臺北市高中體育班學生在「知識需求」動機最大，其次為「成就需求」、「紓壓需求」，最低為「社會需求」。
二、高中體育班學生整體課程滿意度為中上程度，就各構面的課程滿意度而言，最傾向「教師教學」；其次是「課程內容」及「環境設備」，最不滿意為「行政支援」。針對以上發現，提出建議，以供教師、學校、行政單位及未來研究者之參考。
三、臺北市高中體育班學生學習動機與課程滿意度之間有正相關存在。

關鍵字

高中體育班 ； 學習動機 ； 課程滿意度

並列摘要

The main purpose of this research is to explore the relationship between learning motivations and course satisfaction of specialized courses on athletic class students in Taipei City from October 2009 to Nomember 2010. The research will also discuss the relationship between the differences of learning motivations and course satisfaction and students' various backgrounds. The total 534 athletic class students in Taipei City were used as the samples. The results of in-depth interview were analyzed to acquire the four factors of the learning motivations, including knowledge demand, achievement demand, pressure demand and social demand. Four factors of course satisfaction were teaching demand, environment demand, administration support demand, and curricular demand. The questionnaire developed by the author was used to survey the students. Descriptive Statistics, T-test, one-way ANOVA, Scheffé's Post Hoc Comparison, and canonical correlation analysis were used to analyze the data.

The major findings of the study are as follows,
1.Students gained above average scores in learning motivation. The athletic class students in Taipei City gained the highest score in knowledge demand subscale, followed by achievement demand, pressure demand, and lowest scores in the social demand subscale.
2.The athletic class students in Taipei City gained above average scores in the curricular satisfaction as well. The highest scores were teaching demand, followed by curricular demand, environment demand, and lowest scores in the administration support demand. Based on the above findings, several strategies associated with learning motivation were suggested for improving learning satisfaction of specialized courses.
3.There is positive relationship between learning motivations and course satisfaction.

並列關鍵字

High school athletic class ； Learning motivations ； Course satisfaction

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