臺北市國民中學學生對生涯發展教育學習成果滿意度之研究

Abstract

本研究目的旨在瞭解臺北市國民中學學生對生涯發展教育學習成果滿意度的現況，並分析不同背景變項的學生對生涯發展教育學習成果滿意度的差異情形。 本研究以臺北市20所公立學校的國中學生為對象，以自編的「臺北市國民中學學生對生涯發展教育學習成果滿意度量表」為研究工具，探討學生在「自我覺察」、「生涯覺察」及「生涯規劃」三項構面的學習成果滿意度，共發出 724 份，回收 665 份，有效問卷 637 份。調查所得資料使用SPSS 13.0 For Windows 版統計軟體進行描述性統計、 t 考驗、單因子變異數分析等資料處理。根據研究發現，歸納本研究結論如下： 一、臺北市國中學生對生涯發展教育學習成果的整體滿意度傾向「滿意」，屬「中上」程度。各校在推動生涯發展教育仍有進步的空間，可從充實生涯發展教育資源、提升教師生涯發展教育教學專業知能及增訂獎勵措施來努力，以提升生涯發展教育成效。 二、臺北市國中學生對生涯發展教育學習成果各構面的滿意度傾向「滿意」，均屬「中上」程度。三個學習成果構面中，以「自我覺察」構面的滿意度最高；「生涯覺察」構面的滿意度最低，各校可規劃更多元生涯發展教育課程活動，以再提升學生對生涯發展教育學習成果滿意度。 三、臺北市不同「性別」、「學業成績」、「學校規模」及「家庭社經地位」的國中學生對生涯發展教育學習成果的整體滿意度並無顯著差異，生涯發展教育已獲學生認同，學校應持續推動生涯發展教育，並強化親師合作，共同關心孩子的學習與成長，陪伴孩子開啟他們的生涯進路。 四、臺北市大型學校的國中學生對於生涯發展教育「生涯規劃」構面的學習成果滿意度顯著高於小型學校的國中學生，各校應充分運用資源，尤其是人力與經費較少的小型學校，更應與社區建立良好關係，引進校外資源並運用在生涯發展教育之推展。 五、臺北市有參加技藝教育學程之國中學生對生涯發展教育學習成果的滿意度顯著高於未參加技藝教育學程的學生，各校可朝全面安排學生加深對職業認識的課程活動來努力，讓學生達到加深生涯試探的功能。 最後，根據研究發現與結論提出相關建議，作為主管教育行政機關、學校、推動生涯發展教育教師、學生家長、學生及後續研究者之參考。

The purpose of this study aimed to understand the learning outcomes satisfaction with career development education for junior high school students in Taipei. Also, this study analyzed the differences among variables of students’ different backgrounds on this issue. The data collection instrument was the quantitative questionnaire. It investigated students' learning outcomes of satisfaction in three dimentions of "self-awareness", "career-awareness" and "career planning". In total, 742 questionnaires were distributed to 20 public junior high school students. 665 copies were received, with 637 effective copies to be analyzed. Data were analyzed by SPSS 13.0 for Windows with methods of descriptive statistics, t-test and one-way ANOVA. Based on the results, major findings are summarized as the followings. First, for junior high school students in Taipei, the overall tendency on learning outcomes satisfaction with career development education was satisfied, which was slightly above average rate. There was still room for school administrators to promote career development education. School administrations can provide richer resources on career development, empower teachers to have expertise, and use positive reinforcement to enhance the effectiveness on career development education. Second, for junior high school students in Taipei, the rate on each dimension of learning outcomes tended to be satisfied, which was slightly above average rate. Among three dimensions of learning outcomes, “self-awareness” scored the highest, while “career-awareness” scored the lowest. School administrations can plan multiple curriculums in order to raise students’ satisfaction rate. Third, there was no significant difference among variables of gender, academic achievement, school size, and social-economic background on learning outcomes satisfaction with career development education for junior high school students in Taipei. This reflected that career development education has been generally accepted by students. School administrations should keep promoting career development education and keep strengthening the relationship among students, parents, and schools in order to care students’ growth and accompany them to explore the career development. Fourth, on the dimension of career planning, students in large-sized junior high schools had a significant higher rate of satisfaction than those in small-sized junior high schools in Taipei. School administrations should make full use of resources. Furthermore, small-sized schools with insufficient human power and budgets should establish a good relationship with the community in order to introduce external resources to career developmenst education. Fifth, junior high students in Taipei who participated in the vocational education program had a significant higher rate of satisfaction than those who did not participated. School administrations can develop curriculums which introduce the vocational education to all the students in order to make students have a deep understanding on the issue of career exploration. Finally, based on the findings, this study provided useful suggestions for school administrators, teachers, parents, students, and researchers for further research in the area of career development education.