雲林縣國高中藝術才能音樂班學生學習滿意度之調查研究
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2011
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本研究旨在瞭解雲林縣國高中藝術才能音樂班學生之學習滿意度，並探討該縣國高中藝術才能音樂班不同背景變項的學生學習滿意度之差異情形。本研究採用問卷調查方法，以雲林縣國高中藝術才能班學生為研究對象，以研究者自編「雲林縣國高中藝術才能音樂班學生學習滿意度調查問卷」為研究工具，發放問卷169份，回收169份，有效問卷159份（94%）。所得資料以描述性統計、t考驗、單因子變異數分析及LSD事後比較等統計方法進行資料分析。茲歸納研究結果如下：
一、 雲林縣國高中藝術才能班學生之學習滿意度：整體學習滿意度傾向「滿意」程度，以「學習成果」滿意度最高，其次為「教師教學」、「課程教材」、「人際關係」、「環境設備」。
二、 「性別」因素在學生整體及各構面之學習滿意度皆未具差異性。
三、 「年級」因素僅在「環境設備」之學習滿意度具差異性，年級愈高的學生有高學習需求、低學習滿意度之現象。
四、 「音樂學習背景」因素在部分構面之學習滿意度具差異性，曾就讀藝術才能音樂班的學生對於下一學習階段會產生較高層次的學習需求與期待。
五、 「課後練習時間」因素在部分構面之學習滿意度具差異性，練習時間的長短與學習滿意度未必有正向關係，但有足夠的練習時間才能有較好的學習滿意度。
六、 「就讀動機」因素在「整體」、「人際關係」與「學習成果」構面之學習滿意度具差異性。
七、 「升學意願」因素在「環境設備」構面之學習滿意度具差異性。
最後，根據研究結果，本研究針對各研究構面，對教育主管單位、學校、教師及未來研究提出建議。
This study aims to understand the arts-talented music class students’ learning satisfaction at junior and senior high schools in Yunlin County. It also explores the differences caused by background variables. In this research, a survey is designed and employed to investigate the arts-talented music class students’ learning satisfaction at junior and senior high schools in Yunlin. The constructed survey is distributed to 169 arts-talented music class students in Yunlin. Among 169 received surveys, 159 copies contain valid data; a response rate of 94 percent is accomplished. All survey results are processed through data analyses including the descriptive statistics, independence t-test, one-way ANOVA, and Scheffe’ Post Hoc analysis method, etc. Summaries of the survey results are listed as follows: 1. Regarding the learning satisfaction of the arts-talented music class students at junior and senior high schools in Yunlin, the overall learning satisfaction reaches the level of “satisfying.” Among all categories, the “learning achievement” stands out to be the most satisfying, followed successively by “teaching method,” “course,” “relationship,” and “environment.” 2. The “gender” factor does not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects. 3. The “grade” factor only provokes variances of learning satisfaction under the category of “environment,” as older students have higher learning demands but lower learning satisfaction. 4. The factor of “music-learning background” applies partly to students’ learning satisfaction; students who used to attend arts-talented music class have higher learning demands and expectations with regard to the next learning phase. 5. The factor of “after-school practice” is influential to learning satisfaction as well. Although the length of home practice does not necessarily show positive relationship with learning satisfaction, students indeed need sufficient practice time to acquire superior learning satisfaction. 6. The factor of “motive to attend arts-talented music class” shows differences under categories including “integral perspectives,” “relationship” and “achievement.” 7. The factor of “willingness for continuous study” exerts an influence upon the category of “environment.” Finally, based on these research results, this study addresses suggestions accordingly for the benefit of supervising organizations of education, schools, teachers, and future studies.
This study aims to understand the arts-talented music class students’ learning satisfaction at junior and senior high schools in Yunlin County. It also explores the differences caused by background variables. In this research, a survey is designed and employed to investigate the arts-talented music class students’ learning satisfaction at junior and senior high schools in Yunlin. The constructed survey is distributed to 169 arts-talented music class students in Yunlin. Among 169 received surveys, 159 copies contain valid data; a response rate of 94 percent is accomplished. All survey results are processed through data analyses including the descriptive statistics, independence t-test, one-way ANOVA, and Scheffe’ Post Hoc analysis method, etc. Summaries of the survey results are listed as follows: 1. Regarding the learning satisfaction of the arts-talented music class students at junior and senior high schools in Yunlin, the overall learning satisfaction reaches the level of “satisfying.” Among all categories, the “learning achievement” stands out to be the most satisfying, followed successively by “teaching method,” “course,” “relationship,” and “environment.” 2. The “gender” factor does not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects. 3. The “grade” factor only provokes variances of learning satisfaction under the category of “environment,” as older students have higher learning demands but lower learning satisfaction. 4. The factor of “music-learning background” applies partly to students’ learning satisfaction; students who used to attend arts-talented music class have higher learning demands and expectations with regard to the next learning phase. 5. The factor of “after-school practice” is influential to learning satisfaction as well. Although the length of home practice does not necessarily show positive relationship with learning satisfaction, students indeed need sufficient practice time to acquire superior learning satisfaction. 6. The factor of “motive to attend arts-talented music class” shows differences under categories including “integral perspectives,” “relationship” and “achievement.” 7. The factor of “willingness for continuous study” exerts an influence upon the category of “environment.” Finally, based on these research results, this study addresses suggestions accordingly for the benefit of supervising organizations of education, schools, teachers, and future studies.
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藝術才能音樂班, 雲林縣國高中藝術才能音樂班, 學習滿意度, 音樂教育, arts-talented music class, arts-talented music class students at junior and senior high schools in Yunlin county, learning satisfaction, music education