綜合高中學生對美容學程學習滿意度之研究

Abstract

本研究之主要目的在於了解現行綜合高中開設美容學程的實施情形，以及探討綜合高中學生對選修美容學程之學習滿意情形，首先了解綜合高中美容學程學生在學習滿意度上的現況，其次分析不同背景變項的綜合高中美容學程學生在學習滿意度上的差異情形，最後探討學生個人背景變項、學校背景變項、家庭背景變項與學習滿意度之影響。並根據研究結果提出建議，以供有關單位作為提昇學生學習滿意度及規劃綜合高中美容學程之參考。 為達上述目的，首先透過文獻探討，了解現行綜合高中開設美容學程的現況以及學生學習滿意度的相關理論與研究，進而自編「綜合高中學生對美容學程學習滿意度」調查問卷，以綜合高中美容學程二、三年級學生為研究對象，採普查方式進行調查研究，總計發出問卷578份，得有效問卷483份，有效回收率為83.6﹪。利用次數分配、百分比、平均數、標準差、t考驗、單因子變異數、薛費事後比較、皮爾遜積差相關、多元逐步迴歸等統計方法進行分析，得到研究結論如下： 一、綜合高中美容學程學生整體的學習滿意程度屬於「滿意」，學生對「人際關係」層面的滿意度最高，而以「實習設備與環境」層面的滿意度最低。 二、不同性別、選擇美容學程動機、對美容學程的興趣、智育成績、美容學程成績、進路規劃之綜合高中美容學程學生在學習滿意度上有顯著差異。 三、實施性向興趣測驗、選課自由度、參與社區化合作課程、生涯輔導、生活輔導之不同的綜合高中美容學程學生在學習滿意度上有顯著差異。 四、與家長（監護人）親子關係、家長（監護人）教育期望不同的綜合高中美容學程學生在學習滿意度上有顯著差異。。 五、綜合高中美容學程學生在「課程教材」、「教師教學」、「學習成果」、「實習設備與環境」、「人際關係」各層面之學習滿意度與整體學習滿意度之間皆呈現顯著正相關。 六、綜合高中美容學程學生個人背景變項、學校背景變項、家庭背景變項對學習滿意度之影響，以「實施學習輔導」、「對美容學程之興趣」最具影響力。

最後根據本研究發現提出建議，以提供教育行政機關、學校及教師與未來研究之參考。The purpose of this study was to examine the students’ learning satisfaction of the beautification program in comprehensive high schools. A questionnaire survey was used to collect data from all 578 students who major in the beautification program in comprehensive high schools in Taiwan. The instrument used was the Learning Satisfaction Scale. A total of usable questionnaires returned were 483 and a usable return rate of 83.6% .The statistics employed by this study were frequency distribution，percentage, mean, standard deviation ,t-test, one-way ANOVA, Pearson's product-moment correlation, and stepwise multiple regression. The results of the research were as follows: 1.As a whole, the level of average learning satisfaction ranged from normal to satisfied. The learning satisfaction on personal relationship was the highest. However, the learning satisfaction of the practical training equipments and environments was the lowest among five factors of students, learning satisfaction. 2.There existed significant differences of students, learning satisfaction in gender, motivation of selecting programs, interest in the program, academic performance, vocational performance, and career plan. 3.There existed significant differences of students’ learning satisfaction in schools implementing interest or aptitude tests, the level of freedom on selecting program, participating in the cooperative community program, counseling on career and, counseling on life. 4.There existed significant differences of students, learning satisfaction in the relationship with parents, and the expectation of scholarship from parents. 5.There existed significant positive correlation between the whole learning satisfaction and contents of teaching materials, instruction from teacher, performance of students self, practical training equipments and environments, and personal relationship. 6.Analysing the factors on learning satisfaction including students’ personal background, schools’ environment background, and families’ environment background. There were most effect on implementing learning counseling and interest in the program.

Based on the results of this study, suggestions were made for educational administration agencies, comprehensive high schools, teachers, and future study.