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題名:樂齡學員對休閒運動教師教學表現滿意度及其學習效益之關係
作者:何永彬
作者(外文):HO, YUNG-PIN
校院名稱:國立高雄師範大學
系所名稱:成人教育研究所
指導教授:余嬪
學位類別:博士
出版日期:2017
主題關鍵詞:樂齡/高齡教育專業發展樂齡學員休閒運動類型教師教學表現滿意度學習效益elderly learning centerelderly studentsleisure and recreation exercise.teaching performancelearning benefit
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中文摘要
本研究主要探討樂齡學習中心參與休閒運動課程之樂齡學員對教師教學表現滿意度與學習效益的關係。本研究採問卷調查法,蒐集相關文獻後自編「樂齡學員對休閒運動教師教學表現滿意度」與「參與休閒運動課程後的學習效益問卷量表」,總共回收高雄地區364位樂齡學員的有效問卷後進行資料分析,以SPSS for Windows 24.0及Amos 21.0統計分析軟體進行描述性統計、t檢定、單因子變異數分析、積差相關以及結構方程模式統計方法進行分析。本研究主要發現如下:一、樂齡學員對整體教學表現滿意度偏高,其中以「人格特質與教學氛圍」因素滿意度得分最高,「健康適能教學」次之。樂齡學員對整體學習效益得分也偏高,各因素得分以「心理與社會效益」得分最高,「身體與認知效益」次之。二、女性學員對教師教學的「課程設計能力」滿意度高於男性學員。學校單位的樂齡學員對教師教學表現滿意度中的「健康適能教學」高於非學校單位的樂齡學員。肌肉適能運動課程組學員對教師教學表現滿意度中的「人格特質與教學氛圍」滿意度高於柔軟度運動組學員;有氧運動課程組學員對「高齡運動知識」滿意度高於柔軟度運動課程組學員;有氧運動課程組學員對「課程設計能力」滿意度高於肌肉適能運動課程組學員。三、女性學員在「整體學習效益」以及學習效益中的「心理與社會效益」、「身體與認知效益」,高於男性。其他背景變項,如不同年齡、教育程度、主辦單位以及類別運動課程的樂齡學員對學習效益皆無顯著差異。四、學員對教師教學表現滿意度與學習效益兩者在整體以及各分層面皆呈顯著中偏高之正相關。五、在預測模式中,「人格特質與教學氛圍」、「高齡運動知識」、「課程設計能力」、「健康適能教學」等,四個層面構成了樂齡學員對教師教學表現滿意度的要素,且四個因素對教師教學表現滿意度的貢獻度都很高,其中,以「健康適能教學」表現滿意度為最高,「人格特質與教學氛圍」次之。此外,「心理與社會效益」與「身體與認知效益」兩個層面組成了學習效益的要素,且兩個因素貢獻度都很高,其中「心理與社會效益」比「身體與認知效益」更高。樂齡學員之教師教學表現滿意度對參與休閒運動課程後之學習效益有顯著正向的影響,整體的預測力達53.2%。本研究發現可做為未來招募評鑑與培訓休閒運動類型教師參考。
Abstract
This study analyzed the relationship between teachers’ performance satisfaction and the learning benefits received by elderly students in a leisure and recreation exercise course. The participants were 364 elderly adults over the age of 55 years who live in Kaohsiung, Taiwan. Data were collected by using a questionnaire that contained two parts: “Teachers’ Performance Satisfaction” and “Learning Benefit.” These data were then analyzed using SPSS for Windows (version 24.0) and AMOS (version 21.0) statistical analysis software, a student t test, a one-way ANOVA analysis, Pearson product-moment correlation, and structural equation modeling. The main findings of this study are listed as follows:1. The overall satisfaction with the teachers’ performance was high. The items with the highest scores, in order, were “personality traits and teaching atmosphere” and “health and fitness teaching.” The overall learning benefit score was also high, with the item “psychological and social benefits” receiving the highest score, followed by “physical and cognitive benefits.” 2. The female elderly students’ satisfaction scores were significantly higher than the males’ scores regarding course design. Additionally, the elderly students who were part of the school unit ranked their satisfaction with the health and fitness teaching significantly higher than did the elderly students from the nonschool unit. The elderly students who participated in the muscular fitness exercise program ranked their satisfaction with the teachers’ performance related to personality traits and teaching atmosphere significantly higher than did the elderly students who participated in the flexibility exercise program. Moreover, the elderly students who participated in the aerobic exercise program ranked their satisfaction with the teaching performance of elder’s exercise knowledge significantly higher than did the elderly students who participated in the flexibility exercise program. Finally, the elderly students who participated in the aerobic exercise program ranked their satisfaction with the teachers’ performance related to course design significantly higher than did the elderly students who participated in the muscular fitness exercise program. 3. The female elderly students obtained overall learning benefits, psychological and social benefits, and physical and cognitive benefits that with significantly greater efficiency than did their male counterparts. No significant differences were noted regarding age, educational level, organizer, or type of exercise course. 4. Overall learning benefits, personality traits and teaching atmosphere, student’s knowledge of exercise knowledge, course design, health and fitness teaching, psychological and social benefits, and physical and cognitive benefits all demonstrated a significant positive correlation with overall satisfaction with the teaching performance. 5. The four dimensions of “personality traits and teaching atmosphere,” “student’s knowledge of exercise,” “course design,” and “health and fitness teaching” were the core elements of satisfaction with teaching performance, with “health and fitness teaching” ranking the highest, followed by “personality traits and teaching atmosphere.” Additionally, “psychological and social benefits” and “physical and cognitive benefits” were the key learning benefits, with “psychological and social benefits” ranking as the most influential factor. Overall, the elderly students indicated that teaching performance satisfaction significantly positively influenced the learning benefits they received from participating in the leisure and recreation exercise course. The overall predictive power was 53.2%. In conclusion, the results of this study are suggested to be used as a reference for recruiting and training teachers in the future.
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