高中學生參與管樂社團動機與學習滿意度之研究

Abstract

本研究主要在探討高中學生參與管樂社團動機與學習滿意度之情形。本研究為了探討高中管樂社團的不同型態、組織在管樂社團運作上的差異，採用立意選樣的方式挑選位於我國北、中、南、東，經常受邀參與國內外各項重要活動慶典展演，且歷年參與全國音樂比賽有優秀表現的12 所代表性高中管樂社團作為本研究的研究對象。本研究採用問卷調查法，以研究者自編的「高中學生參與管樂社團動機與學習滿意度之研究量表」作為調查工具，以12 所參與高中管樂社團的高二學生作為研究對象，問卷共發出212 份，有效樣本184份。問卷內容分為：基本資料、高中管樂社團學生參與動機量表、高中管樂社團學生學習滿意度量表。獲得的資料採用描述性分析統計(descriptive statistic)、t 考驗(t-test)、單因子變異數分析(One-way ANOVA)、Pearson 積差相關係數分析(Product-Moment Correlation analysis)等統計方法進行資料分析。 本研究結果發現： 一、高中管樂社團學生整體參與動機以「自我成就」(M=4.08)最高，其次為「休閒放鬆」(M=4.03)，接著為「學習興趣」(M=3.91)，最後為「實質獎勵」(M=3.67)。 二、高中管樂社團學生整體學習滿意度以「同儕關係」(M=4.07)最高，其次為「教師教學」(M=3.86) ，接著為「學校行政」(M=3.44)，最後為「學習成果」(M=3.40)。 三、高中管樂社團學生的參與動機在個人背景變項部分，家長支持度、課外樂器學習經驗、學業成就，有顯著差異。 四、高中管樂社團學生的學習滿意度在個人背景變項部分，家長支持度、學業成就，有顯著差異。 五、高中管樂社團學生的參與動機在不同管樂社團經驗部分，課後投入管樂社團時間、擔任管樂社團幹部，有顯著差異。 六、高中管樂社團學生的學習滿意度在不同管樂社團經驗部分，有無家長後援會，有顯著差異。 七、學生參與動機與學習滿意度之間，達到高度相關(r＝.702)，表示當學生參與動機越高時，則其獲得的學習滿意度也越高。 最後，依據研究結果，分別對學生事務人員、高中管樂指導老師、家長及未來研究方面，給予具體建議。

關鍵字：高中管樂社團、參與動機、學習滿意度The purpose of this study aimed to investigate the participative motivation and the learning satisfaction of senior high school students participating in wind bands. To explore the variations in types and organizational structures of student wind bands, the researcher of this study employed purposive sampling to select 12 senior high school wind bands which are often invited to perform on important occasions and have had excellent performances in national contests. 212 questionnaires were distributed, and 184 of them were returned as effective samples. The questionnaire consists of three types of question items regarding participants’ personal information, participative motivation, and learning satisfaction. Data obtained from the survey gathered were analyzed via statistical approaches such as descriptive statistic, independent sample t-test, one-way ANOVA, Pearson product-moment correlation. Major conclusions are as follows: 1.Among the factors in relation to participative motivation, “Self-Achievement” (M=4.08) is the most influential, followed by “Relaxation” (M=4.03) and “Learning Interest” (M=3.91). Comparatively, “Substantial Reward” (M=3.67) is less significant. 2.Among the factors linked with learning satisfaction, “Peer Relationship” (M=4.07) is the most influential, followed by “Teaching” (M=3.86) and “School Administration” (M=3.44). “Learning Outcomes” (M=3.40) is of the lowest significance. 3.In terms of individual background, statistically significant differences were seen between such factors as parental support, extracurricular musical instrument learning experience, as well as academic achievement and learners’ participative motivation. 4.In the study, two variables linked to participants’ personal background, namely parental support and academic achievement, differ significantly from the levels of learning satisfaction. 5.In terms of participative experience, such variables as amount of participation after class and serving as club leaders differ significantly from variables linked with participative motivation. 6.Furthermore, the establishment of parent-support group significantly differs from learning satisfaction. 7.There is a strong connection between participative motivation and learning satisfaction (r＝.702). It can be concluded that when a student has higher participative motivation, he or she is more likely to acquire higher learning satisfaction.

Finally, in accordance with research findings and literature review, recommendations are proposed for student affairs administrators or professionals, wind band instructors, parents and follow-up studies as references for field works and academic researches.

Keywords: learning satisfaction, participative motivation, wind bands of senior high schools