學習風格對童軍露營活動滿意度影響之研究-以台中市國中童軍為例
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2009
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本研究以台中市國中童軍為例，旨在探討學習風格對童軍露營活動滿意度之影響。主要探究不同背景（性別、年級、童軍團年資、曾參加童軍露營活動次數）以及不同學習風格（擴散型、同化型、聚斂型與調適型）的國中童軍在童軍露營活動滿意度的差異情形。研究對象為目前就讀於台中市立國民中學，參加學校童軍團的一至三年級學生且參與童軍晉級考驗營的童軍。
為達研究目的，本研究採用問卷調查及半結構式的訪談。研究工具採用第3.1版的「Kolb學習風格量表」，以及研究者自編的「童軍露營活動滿意度問卷」。共發出559份問卷，回收452份，有效問卷413份，有效問卷率達91.4﹪。調查所得資料以SPSS12.0軟體，經由次數分配、百分比、平均數、標準差、卡方考驗、獨立樣本t考驗以及單因子變異數分析、Scheffe與LSD法進行事後比較等統計分析後，根據研究結果提出以下結論：
一、國中童軍的學習風格以「擴散型」及「調適型」學習者居多。
二、國中童軍對於童軍露營活動感到滿意。
三、不同「性別」、「年級」國中童軍在童軍露營活動滿意度沒有顯著差異。
四、不同「童軍團年資」及「曾參加童軍露營活動次數」的國中童軍在童軍露營活動滿意度有顯著差異。
（一）童軍團年資在「一年至一年半」的國中童軍的童軍露營活動滿意度高於童軍團年資在「六個月以下」以及「一年半至兩年」的國中童軍。
（二）童軍團年資在「兩年以上」的國中童軍的童軍露營活動滿意度高於童軍團年資在「一年半至兩年」的國中童軍。
（三）露營前曾參加童軍露營活動的次數在「三次以上」的國中童軍，其童軍露營活動滿意度皆高於露營前曾參加童軍露營活動的次數為「零次」、「一次」與「兩次」的國中童軍。
五、不同「學習風格」國中童軍在童軍露營活動滿意度沒有顯著差異。
關鍵字：學習風格、童軍露營活動滿意度、國中童軍。
The purpose of this study is to investigate the affect of learning styles on the scouting camping satisfaction, taking junior high school scouts in Taichung City as the sample. This study focuses on impacts of background (gender, grade, length of Scout training, the number of participated scouting camping) as well as different learning styles (Diverger, Assimilator, Converger, Accommodator) in the scouting camping satisfaction. The study subjects are students at Taichung Junior High School grade 1-3, participating in scout troops and involved in the Scouting Advancement Camp. For research purposes, this study used a questionnaire survey and semi-structured interview. Research tools using Version 3.1 of “Kolb’s Learning Style Inventory” as well as self-designed “Scouting Camping Satisfaction Questionnaire”. A total of 559 questionnaires were distributed, 413 valid questionnaires were returned, achieving a rate of 73.9%. The data obtained from the survey was analyzed used SPSS12.0 to perform statistical methods of frequency distribution, percentage, mean, standard deviation, Chi-square test, independent sample t-test and single-factor analysis of variance, Scheffe and LSD post hoc comparison method. The following results are presented as the conclusions of this study: 1. Divergers and Assimilators present the major learning styles in the sampled scouts. 2. Most sampled scouts are satisfied with the scouting camping. 3. There is no significant difference in scouting camping satisfaction level between different “gender” and “grade” background in the sampled scouts. 4. There are significant differences in scouting camping satisfaction level with “length of Scout training” and “the number of participated scouting camping” in the sampled scouts. (1) Sampled scouts in “one to one and half years” had higher satisfaction on scouting camping than those in “below six months” and “a year and half to two years”. (2) Sampled scouts in “more than two years” had higher satisfaction on scouting camping than those in “one and half years to two years”. (3) Sampled scouts in “more than three” participations in scouting camping had higher satisfaction than those in “zero”, “one”, and “two” participations. 5. There are no significant differences in scouting camping satisfaction among different “learning styles” of the scouts in junior high school troops. Key words: learning style, scouting camping satisfaction, scouts in junior high school troops.
The purpose of this study is to investigate the affect of learning styles on the scouting camping satisfaction, taking junior high school scouts in Taichung City as the sample. This study focuses on impacts of background (gender, grade, length of Scout training, the number of participated scouting camping) as well as different learning styles (Diverger, Assimilator, Converger, Accommodator) in the scouting camping satisfaction. The study subjects are students at Taichung Junior High School grade 1-3, participating in scout troops and involved in the Scouting Advancement Camp. For research purposes, this study used a questionnaire survey and semi-structured interview. Research tools using Version 3.1 of “Kolb’s Learning Style Inventory” as well as self-designed “Scouting Camping Satisfaction Questionnaire”. A total of 559 questionnaires were distributed, 413 valid questionnaires were returned, achieving a rate of 73.9%. The data obtained from the survey was analyzed used SPSS12.0 to perform statistical methods of frequency distribution, percentage, mean, standard deviation, Chi-square test, independent sample t-test and single-factor analysis of variance, Scheffe and LSD post hoc comparison method. The following results are presented as the conclusions of this study: 1. Divergers and Assimilators present the major learning styles in the sampled scouts. 2. Most sampled scouts are satisfied with the scouting camping. 3. There is no significant difference in scouting camping satisfaction level between different “gender” and “grade” background in the sampled scouts. 4. There are significant differences in scouting camping satisfaction level with “length of Scout training” and “the number of participated scouting camping” in the sampled scouts. (1) Sampled scouts in “one to one and half years” had higher satisfaction on scouting camping than those in “below six months” and “a year and half to two years”. (2) Sampled scouts in “more than two years” had higher satisfaction on scouting camping than those in “one and half years to two years”. (3) Sampled scouts in “more than three” participations in scouting camping had higher satisfaction than those in “zero”, “one”, and “two” participations. 5. There are no significant differences in scouting camping satisfaction among different “learning styles” of the scouts in junior high school troops. Key words: learning style, scouting camping satisfaction, scouts in junior high school troops.
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學習風格, 童軍露營活動滿意度, 國中童軍, learning style, scouting camping satisfaction, scouts in junior high school troops