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題 名 | 明道中學學生參與課後休閒運動與體育課學習滿意度研究=A Study of Learning Satisfaction on Extracurricular Activity and Physical Education of Ming-Dao High School Students |
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作 者 | 廖誼印; 楊子孟; | 書刊名 | 僑光技術學院通觀洞識學報 |
卷 期 | 3 2004.12[民93.12] |
頁 次 | 頁101-109 |
分類號 | 523.74993 |
關鍵詞 | 體育課; 學習滿意度; 課後休閒運動; Learning satisfaction; Physical education; After-school activity; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究主要目的在於瞭解不同背景之高中學生參與課後休閒運動現況體育課學習滿意度。以明道中學一、二年級學生為研究對象,經隨機取樣,取得有效樣本數423名,平均年齡16.9±0.69。以自編之「高中學生參與課後休閒運動與體育課學習滿意度量表」為研究工具。以cronbach's α內部一致性檢查問卷信度(α=.9492),經因素分析萃取出四個主要因素,顯示本量表具有良好的內容建構效度。透過t考驗、單因子變異數分析、薛費事後考驗法,考驗不同背景變項之差異情形,研究發現: (一)高中學生最經常(53.2%)及最希望(27.9%)參與的課後運動休閒項目均為籃球。顯示若有選擇機會,學生將從事籃球以外的其他運動。 (二)46.6%的學生每週參與課後運動休閒天數未滿三次。 (三)24.8%的學生每次參與課後運動休閒持續時間未滿30分鐘。 (四)高中學生對教師的專業知識最為滿意,最不滿意的是每個運動項目的上課次數。 (五)不同性別、不同科別、每週不同參與課後休閒運動天數、不同參與課後休閒運動持續時間之學生體育課學習滿意度,均達差異顯著水準。 (六)經因素分析萃取教師專業素養(cronbach's α=.88)、運動功能(cronbach's α=.81)、場地器材(cronbach's α=.82)、教學行政(cronbach's α=.71)四個因素。 |
英文摘要 | This study adopted a questionnaire survey as regards the learning satisfaction on extracurricular activity and physical education of Ming-Dao High School 10th and 11th grade students from diverse backgrounds. The samples were 450 randomly selected students with an average age of 16.9±0.69. From the surveys returned, 423 were coded. This study used “Learning Satisfaction Rating Scale for After-School Activity and Physical Education of High School Students” as research tool and Cronbach's alpha coefficient to estimate the internal consistency of the questionnaire. Through factor anlaysis, it had four main factors to indicate good content validity and construct validity for the rating scale. By means of t-test, one way ANOVA and Scheffe method for posterior comparisons, the results were as followed: (1) The most common after-school activity was playing basketball (53.2%) and the most wanted after-school activity was playing basketball as well (27.9%). (2) Participate in after-school activities less than 3 times per week (46.6%). (3) Participate in an after-school activity each time less than 30 minutes (24.8%). (4) The teacher's expertise was the most satisfied and the times for each sport per week were the most unsatisfied. (5) There were significant differences on learning satisfaction of different genders, different majors, different days per week of participating in after-school activities, and different duration of participating in an after-school activity each time. (6) Through factor analysis, teacher expertise (cronbach's α=.88), sports functions (cronbach's α=.81), sports facilities (cronbach's α=.82), and school administration (cronbach's α=.71) were the four main factors. |
本系統中英文摘要資訊取自各篇刊載內容。