不同入學管道學生學習成就與學習滿意度之研究－以台灣師大體育系為例
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2005
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本研究旨在瞭解不同入學管道學生學習成就與學習滿意度及其
相互關係。研究對象為臺灣師大體93 級學生共94 名，除以研究對象
之學業成績單進行分析外，並以自編之「臺灣師大體育學系學生專業
課程學習滿意度調查問卷」為本研究之工具進行調查。根據調查所搜
集之資料，經描述統計、t 考驗、單因子變異數分析、皮爾遜積差相
關分析及多元迴歸分析(強迫進入變數法)等統計方法處理，研究主要
發現：
一、學業成績分析分面：
(一)不同入學管道學生學業總成績均無顯著差異存在，此與過去
多數的研究結果相同。換言之，學生入學管道的不同，並不
會影響學生在學成績之表現。
(二)女生的學業成績顯著高於男生，此研究結果驗證過去大部份
的研究結果。換言之，女生的學業成績表現高於男生的學業
成績表現。
二、學習滿意度分析方面：
(一)不同入學管道學生在在體育學系專業課程學習滿意度上僅
在課程內容層面達到顯著差異且學生認為實作課程之加
強，對於提高課程內容滿意度是有所必要的。
(二)不同性別的學生均相當重視學校所提供之學習環境與設
備，且認為在課程設計及教學方法上，應再加強。
三、學習滿意度與學業成績關係：
學生學業成績的高低會受到課程必選修、任課教師給分寬緊
及學習動機之相互影響，也因此導致學業成績對學習滿意度之低
預測值。
The purpose of this study was to investigate academic performance, academic satisfaction of students admitted by different ways of admission, and relationship between them. Research subjects are comprised of 94 students of Department of Physical Education of National Taiwan Normal University who are admitted in 2004. In addition to analysis of subjects’ academic reports, “Academic Satisfaction of Professional Courses of Students of National Taiwan Normal University Questionnaire” was compiled for this research. Based on collection of data analyzed by means of descriptive statistics, t-test, one-way ANOVA analysis, Pearson product-moment correlation analysis, and multiple regression analysis. This research found that: 1. In terms of academic performance: (1) Academic performance of students admitted by different ways of admission was not distinctively different; such result corresponds to most of research in the past. In other words, different ways of admission and students’ academic performance were irreverent. (2) Academic performance of female students was distinctively better than male students; such result verifies most of research in the past. In other words, academic performance of female students was better than male students. 2. In terms of academic satisfaction: (1) In terms of academic satisfaction of professional courses, students of different ways of admission only show distinctively difference in aspect of content of courses; students believed that improvement of hand-on courses was required to promote students’ academic satisfaction of content of courses. (2) Students of different genders both highly regard academic environment and facility in school, and believe that course design and teaching method need to be improved. 3. Relationship between academic satisfaction and academic performance: Students’ academic performance, required and optional courses, teachers’ grading standard, and learning motivation are strongly correlated; therefore, academic performance forecasts low academic satisfaction.
The purpose of this study was to investigate academic performance, academic satisfaction of students admitted by different ways of admission, and relationship between them. Research subjects are comprised of 94 students of Department of Physical Education of National Taiwan Normal University who are admitted in 2004. In addition to analysis of subjects’ academic reports, “Academic Satisfaction of Professional Courses of Students of National Taiwan Normal University Questionnaire” was compiled for this research. Based on collection of data analyzed by means of descriptive statistics, t-test, one-way ANOVA analysis, Pearson product-moment correlation analysis, and multiple regression analysis. This research found that: 1. In terms of academic performance: (1) Academic performance of students admitted by different ways of admission was not distinctively different; such result corresponds to most of research in the past. In other words, different ways of admission and students’ academic performance were irreverent. (2) Academic performance of female students was distinctively better than male students; such result verifies most of research in the past. In other words, academic performance of female students was better than male students. 2. In terms of academic satisfaction: (1) In terms of academic satisfaction of professional courses, students of different ways of admission only show distinctively difference in aspect of content of courses; students believed that improvement of hand-on courses was required to promote students’ academic satisfaction of content of courses. (2) Students of different genders both highly regard academic environment and facility in school, and believe that course design and teaching method need to be improved. 3. Relationship between academic satisfaction and academic performance: Students’ academic performance, required and optional courses, teachers’ grading standard, and learning motivation are strongly correlated; therefore, academic performance forecasts low academic satisfaction.
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Keywords
不同入學管道, 學習成就, 學習滿意度, different channels of admission, academic performance, academic satisfaction