國民中學音樂班學生對樂理相關科目學習滿意度之調查研究

Abstract

本研究旨在瞭解國民中學音樂班學生對樂理相關科目於環境設備、教材內容、教師教學、學習成果等四個構面之學習滿意度，並分析不同背景變項學生之差異情形。本研究採用問卷調查法，以國民中學音樂班學生為研究對象，以研究者自編「國民中學音樂班學生學習滿意度調查問卷」為研究工具，發放問卷830份，回收794份，有效問卷775份。所得資料以描述性統計、t 考驗、單因子變異數分析及雪費法等統計方法進行資料分析。茲歸納研究結果如下： 一、國中音樂班學生對樂理相關科目整體學習滿意度傾向「滿意」程度。 二、國中音樂班學生對樂理相關科目學習滿意度於「性別」及「主修類別」之背景變項未具差異。 三、國中音樂班學生對樂理相關科目學習滿意度於「地區」背景變項在整體與環境設備構面具有差異。 四、國中音樂班學生對樂理相關科目學習滿意度於「學校」背景變項在環境設備構面具有差異。 五、國中音樂班學生對樂理相關科目學習滿意度於「就讀動機」背景變項在整體、教材內容構面及學習成果構面具有差異。 六、國中音樂班學生對樂理相關科目學習滿意度於「音樂學習背景」背景變項在教材內容構面方面具有差異。 七、國中音樂班學生對樂理相關科目學習滿意度於「課後練習時間」背景變項在整體、環境設備構面及學習成果構面之學習滿意度具有差異。 八、國中音樂班學生對樂理相關科目學習滿意度於「額外樂理學習」背景變項在環境設備構面及學習成果構面具有差異。 九、國中音樂班學生對樂理相關科目學習滿意度於「升學意願」背景變項在整體、環境設備構面與教材內容構面具有差異。 十、國中音樂班學生認為困難與簡易之樂理項目與樂理書籍的編排大致相符。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 aimed to understand the students’ learning satisfaction to music theory related subjects at junior high music -talented classes. In this research, the learning satisfaction was discussed by four parts of “environment,” “course,” “teaching method,” and “learning achievement.” It also explored the differences caused by background variables. In this research, a survey was designed and employed to investigate the students’ learning satisfaction to music theory related subjects at junior high music -talented classes. The constructed survey was distributed to 830 junior high music -talented classes students. Among 794 received surveys, 775 copies contained valid data. All survey results were 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 were listed as follows: 1.Regarding the students’ learning satisfaction to music theory related subjects at junior high music -talented classes, the overall learning satisfaction reached the level of “satisfying.” 2.The “gender” and “Major” factors did not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects. 3.The factor of “area” showed differences under categories including “integral perspectives” and “environment.” 4.The factor of “school” showed differences under category of “environment.” 5.The factor of “motive to attend music -talented classes” showed differences under categories including “integral perspectives,” “course,” and “learning achievement.” 6.The factor of “music-learning background” showed differences under category of “course.” 7.The factor of “after-school practice” showed differences under categories including “integral perspectives,” “environment” and “learning achievement.” 8.The factor of “extra music theory learning” showed differences under categories including “environment” and “learning achievement.” 9.The factor of “willingness for continuous study” showed differences under categories including “integral perspectives,” “environment” and “course.” 10.The students at junior high music -talented classes thought that the difficult parts and simple parts in music theory roughly matched the arrangement of music theory books. Finally, based on these research results, this study addresses suggestions accordingly for the benefit of supervising organizations of education, schools, teachers, and future studies.