台北縣身心障礙國中生體育課學習滿意度調查研究

Abstract

摘要

本研究的目的在瞭解台北縣身心障礙國中生體育課學習滿意度情形，並依不同性別、班別、年級及障礙類別為變項，探討其在教師專業、師生關係、學習成效、學習氣氛、學習內容、同儕互動、場地器材及體育行政等因素上之差異。以台北縣身心障礙國中生為研究對象，依「台北縣身心障礙國中生體育課學習滿意度問卷」及「台北縣身心障礙國中生體育課學習滿意度訪談大綱」，以問卷調查和半結構性訪談法為研究工具進行調查，採隨機抽樣方式，計抽樣台北縣20所公立國民中學270位學生，有效樣本260份。所得各項資料經統計分析後，研究發現如下：

一、台北縣身心障礙國中生體育課學習滿意度以學習內容為最高，其次依序為：教師專業、學習成效、場地器材、學習氣氛、同儕互動、體育行政、師生關係等。 二、台北縣不同性別的身心障礙國中生體育課學習滿意度，男生對學習內容的滿意度高於女生；女生對體育行政的滿意度高於男生。其他在教師專業、學習成效、場地器材、學習氣氛、同儕互動、師生關係則無差異。 三、台北縣不同班別的身心障礙國中生體育課學習滿意度，聽障資源班學生對教師專業、師生關係及學習成效的滿意度高於不分類資源班學生；不分類資源班學生對學習氣氛的滿意度高於聽障資源班學生。其他在學習內容、同儕互動、場地器材及體育行政則無差異。 四、台北縣不同年級的身心障礙國中生體育課學習滿意度，在同儕互動方面的滿意度九年級學生分別高於七年級及八年級學生；在場地器材方面的滿意度九年級學生分別高於七年級及八年級學生；在體育行政方面的滿意度則八年級學生高於七年級學生，而九年級學生高於七年級學生。其他在教師專業、師生關係、學習成效、學習氣氛及學習內容則無差異。 五、台北縣不同障礙類別的身心障礙國中生體育課學習滿意度，在師生關係方面的滿意度肢體障礙學生分別高於聽覺障礙學生、輕度智能障礙學生及視覺障礙學生，而肢體障礙學生高於視覺障礙學生，聽覺障礙學生高於視覺障礙學生，輕度智能障礙學生高於視覺障礙學生；在學習成效方面的滿意度聽覺障礙學生分別高於肢體障礙學生及視覺障礙學生；在場地器材方面的滿意度輕度智能障礙學生高於視覺障礙學生。其他在教師專業、學習氣氛、學習內容、同儕互動及體育行政則無差異。Abstract

The purpose of this research was to investigate the satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County; and discuss the difference in the factors of teacher specialty, teacher and student relationship, learning effect, learning atmosphere, learning content, interaction between classmates, site& equipment, and physical education administration according to variables of different sex, class, grade and disability. The study sample are junior high school students with physical and mental disability in Taipei County, and the study tool are questionnaire survey and semi-structured interview according to “Questionnaire of satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County” and “Interview outline of satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County”. A total number of 270 students from 20 public junior high schools in Taipei County were selected from random sampling in which 260 were valid samples. Through the statistic analysis, the findings are as follows: 1. Students have highest satisfaction on learning content, followed by teacher specialty, learning effect, site& equipment, learning atmosphere, interaction between classmates, physical education administration, and teacher and student relationship. 2. For the satisfaction of students with different sex, male students have higher satisfaction on learning content than female students; whereas female students have higher satisfaction on physical education administration than male students; but no difference on teacher specialty, learning effect, site & equipment, learning atmosphere, interaction between classmates, and teacher and student relationship. 3. For the satisfaction of students in different class, students from the class of hearing disability have higher satisfaction on teacher specialty, teacher and student relationship and learning effect than students from the unclassified class; whereas students from the unclassified class have higher satisfaction on learning atmosphere than that of the class with hearing disability; but no difference on learning content, interaction between classmates, site& equipment and physical education administration. 4. For the satisfaction of students from different grades, grade 9 students have higher satisfaction on interaction between classmates than grade 7 and 8; grade 9 students have higher satisfaction on site & equipment than grade 7 and 8; and grade 8 students have higher satisfaction on physical education administration than grade 7, and grade 9 students have higher satisfaction than grade 7; but no difference on teacher specialty, teacher and student relationship, learning effect, learning atmosphere and learning content. 5. For the satisfaction of students with different disability, students with physical disability have higher satisfaction on teacher and student relationship than students with hearing disability, medium intellectual disability and visual disability, in which the students with physical disability have higher satisfaction than that of visual disability. Students with hearing disability have higher satisfaction than visual disability. Students with medium intellectual disability have higher satisfaction than that of visual disability. In terms of learning effect, students with hearing disability have higher satisfaction than students with body disability and visual disability. In terms of site& equipment, students with medium intellectual disability have higher satisfaction than students with visual disability; but no difference in teacher specialty, learning atmosphere, learning content, interactions between classmate and physical education administration.