本研究主要在探討我國技專校院化妝品相關科系學生滿意度,來了解學生在學習過程中的滿意狀況,並了解化妝品相關科系學生對整體課程學習的滿意度,透過了解學生問題及原因,據此提出研究結果與建議,提供教育主管機關及設有此相關科系學校用來改善學校的師資、課程、設備以及符合學生的需求與提高學生的學習興趣,也可作為改進化妝品科系在課程規劃上及調整專業課程方向的參考,應有助於提升美容從業人員素質。 本研究採用文獻分析與問卷調查方法,以2007學年度第二學期全國設有日間部四技三、四年級與二技、二專二年級學生為主要調查抽樣對象,抽樣人數500人,並以「技專校院化妝品相關科系學生學習滿意度」調查問卷為研究工具進行調查研究,收回問卷447份,回收率89.4%。經剔除無效問卷後之有效問卷共431份,所獲得資料採用統計套裝軟體spss12.0 for windows進行統計分析,分析方法如下:次數分配、平均數、單一樣本t考驗、獨立樣本t考驗及單因子變異數分析與薛費法(Scheffé method)做分析考驗。 本研究壆生壆習滿意度之問卷分為教師教學、學習環境、課程設計與安排、人際關係、學習成果等五個層面。綜合歸納出主要結論如下: ㄧ、技專校院化妝品相關科系學生整體學習滿意度傾向「滿意」程度,但在「學習環境」與「課程設計與安排」方面仍有其努力的空間。 二、不同學校區域之化妝品相關科系學生對學習滿意度各層面之看法有顯著差異。 三、不同性別之化妝品相關科系學生對學習滿意度各層面之看法沒有顯著差異。 四、不同學制(二專、二技、四技)之化妝品相關科系學生對學習滿意度各層面看法沒有顯著差異。 五、不同年級化妝品相關科系學生對學習滿意度各層面看法有顯著差異。 六、高中職是否就讀化妝品相關科別之化妝品相關科系學生對學習滿意度各層面之看法沒有顯著差異。 七、不同入學方式之化妝品相關科系學生對學習滿意度各層面看法沒有顯著差異。 八、不同選擇化妝品相關科系就讀原因學生對學習滿意度各層面看法沒有顯著異。 九、擁有證照情形之化妝品相關科系學生對學習滿意度各層面看法沒有顯著差異。 十、未來是否想從事美容相關工作意願之化妝品相關科系學生對學習滿意度各層面之看法有顯著差異。
This study aimed to explore the learning satisfaction of students currently studying in cosmetology departments of technological colleges and universities in Taiwan. A well-defined and structured questionnaire including five aspects of learning (teacher instruction, learning environment, curriculum design, interpersonal relationship, learning outcomes) was utilized to collect survey data with purposive sampling. Five hundred questionnaires were distributed to cosmetics related majors of technological colleges and universities across the country, and a total of 431 questionnaires were returned valid, with a recovery rate of 89.4%. The SPSS 12.0 was used for all statistical calculations, including frequency, means, t-tests, and One-Way ANOVA. The main findings of this research were summarized as follows: 1. Students of the cosmetology departments in technological colleges and universities tend to be satisfied with their learning in school, except for two aspects-learning environment and curriculum design. 2. There existed significant differences on the levels of learning satisfaction for cosmetics majors in different school areas and of different grade levels. 3. There existed significant differences on the levels of learning satisfaction between cosmetics majors who wish to work in the cosmetics field in the future and those who do not. 4. No significant differences were found on the levels of learning satisfaction for cosmetics majors over the six background variables-gender, school systems, major subject in high school, admission channels into the cosmetics department, reasons for choosing to study cosmetics, and possession of any cosmetics licenses.