| Summary: | 碩士 === 國立體育學院 === 體育研究所 === 92 === ABSTRACT
The study was conducted for the purpose of understanding elementary school students’ learning satisfaction with physical education (PE) in Taipei County. With gender, school size and teaching style as variables, the differences they presented on the five aspects in PE, namely, teachers' instruction, learning effect, peer relation, facilities and teaching administration, were discussed. The subjects were elementary school students in Taipei County. The "Elementary School Students' Learning Satisfaction of Physical Education Scales" was using as the research tool. According to the proportional stratified cluster sampling, a total of 1602 samples were collected, in which 1436 were valid samples. The received data were analyzed by the analysis of descriptive statistics, t-test, one-way ANOVA and Scheffe’ multiple comparisons. The conclusions of this study were as follows:
1.Among the five aspects in PE, the elementary school students in Taipei County were the most satisfied with learning effect, which were followed in the order by peer relation, teachers' instruction, facilities and teaching administration.
2.With regard to gender differences, male students were more satisfied with learning effect than female students. But there was no difference in the other aspects between both sexes.
3.With regard to school size differences, the students in large schools(61-99 classes) were more satisfied with teachers' instruction and learning effect than those in super-large schools(over 100 classes). As to facilities and teaching administration, the students in large schools(61-99 classes) were more satisfied than those in medium schools(31-60classes). There was no difference in peer relation among school size from the five grades.
4.With regard to teaching style differences, the students for the blend teaching by class masters and PE masters together were more satisfied with teachers' instruction, peer relation, facilities, and teaching administration than those taught just by class masters, PE masters, or both but for a cyclic teaching. As to learning effect, the students taught by class masters were more satisfied than those taught by PE masters, and the students for a blend teaching were more satisfied than those taught by PE masters or a cyclic teaching.
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