饒達欽黃玉鏢2019-09-042004-8-312019-09-042004http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2004000265%22.&%22.id.&http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/99425本研究旨在探討海事職業學校學生學習會計課程滿意度之情形。經由文獻探討海事職業學校實施背景演進與現況，瞭解海事職業學校學生學習會計課程內容，並分析學生學習學習滿意度之相關文獻。進而探討分析海事職業學校學生學習會計課程整體滿意度之情形、學生不同背景變項對學習會計課程滿意度之差異情形、及學生學習會計課程整體滿意度及各向度之間相關情形。最後根據研究發現提出具體建議，以供有關單位作為改善及規劃學生學習會計課程之參考。 本研究係採用問卷調查法，歸納可能影響海事職業學校學生學習會計課程滿意度的各層面因素，作為發展研究工具基礎，編製「海事職業學校學生學習會計課程滿意度調查問卷」。針對就讀台灣地區五所海事職業學校商業組學生實施調查。本研究統計分析方法分別運用描述統計(descriptive statistics)和推論統計(inferential statistics)來進行資料的處理。其中描述統計的部分使用次數分配、百分比、平均數與標準差分析等四項方法來進行資料的分析；推論統計的部分則運用t考驗、單因子變異數分析、薛費事後比較法、皮爾遜積差相關分析。玆將本研究所使用的統計分析方經由問卷調查獲得資料後，彙整、綜合分析，提出研究發現，撰寫本研究的結論及建議。本研究結論如下： 一、海事職業學校商業組學生學習會計課程整體滿意度為「滿意」的程度。四個向度中的「教師教學」最為滿意，最不滿意為「學習環境」。 二、不同就讀學校、會計專業教室使用情形、就讀科別興趣、上學期會計成績、技術士證照取得情形、畢業後進路規劃背景變相的學生在學習滿意度有顯著差異。 三、海事職業學校學生學習會計課程滿意度整體與各向度之間均為正相關，其中「教師教學」在學生學習會計課程滿意度各向度之間的相關係數最高。 最後根據本研究結果提出建議，以供教育行政單位、學校及教師與未來研究之參考。This research was aimed to study the students’ satisfaction of learning accounting curriculum in Vocational Maritime High School (VMHS). Through the historical documents reviewed, curriculum content and learning satisfaction of students for accounting curriculum in VMHS, when student’s backgrounds are different. Furthermore, it evaluated the correlation among several factors. As a result, there are some suggestions for improving the current accounting curriculum. A questionnaire-VMHS student’s satisfaction of learning accounting curriculum was used to include some influential factors from all the aspects, and use it as a tool for this study. The samplings of students were distributed in the five VMHS in Taiwan Area. The statistic methods in this study are descriptive statistics include frequency distribution, percentage, standard deviation; inferential statistics include T-test, one-way ANOVA, Pearson’s product-moment correlation, and stepwise multiple regression. The main conclusions are as follows: 1. The overall satisfaction of VMHS student in accounting curriculum is “well satisfaction.” The teacher is the most important factor, and learning environment is the least factor among the four evaluated factors. 2. There are several factors have significant difference in satisfaction: different type of school, utilization of accounting classroom, students’ interest, accounting score in the previous semester, acquiring of accounting certification and planning after graduation 3. All factors have the positive correlations with the overall satisfaction of VMHS student in accounting curriculum. Finally, there are some suggestions for educational administers, schools and teachers to improve the curriculum and teaching .海事職業學校會計課程學習滿意度vocational maritime high schoolaccounting curriculumlearning satisfaction