A Study on Enrollment Motivation and Professional Courses Learning Effectiveness of Junior High School Dancing ClassStudents in Northern Taiwan

• Main Authors: Wei,Jing-An, 魏景安
• Other Authors: Lin,Chi-Chuan
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/52588286202611293359

碩士 === 臺北巿立體育學院 === 運動教育研究所 === 97 === The purpose for this research lies at: Explore related scenarios of dance class student enrollment motivation and professional course learning effectiveness for junior high students. This research collected needed information through survey query method. Survey queries included: 1. Background information and current status of implementation for northern region junior high dance class students; 2. Measurement chart for enrollment motivation; 3. Measurement chart for professional course learning effectiveness. The scope of research selected junior high dance class students from northern region, with 635 query sheets disseminated. After removing those returned sheets without complete answers, the effective samples collected totaled at 579 sheets with effective returned ratio at 91.19% and effective collection ratio of 88.1%. Information processing adopted descriptive statistics, independent sample t-test, one-way ANOVA, Pearson product-moment correlation and Multiple Stepwise Regression. The major findings are as follow: (1)Motivation factors for students enrolling the junior high dance classes in northern region was composed of primarily the pursuit for knowledge, followed with ideal realization. While in the category of consciously professional course learning effectiveness, the technique learning scored the highest；(2)There were significant differences observed for enrollment motivation and professional course learning effectiveness between different grades and school regions. (3)It was observed that the higher the enrollment motivation, the better the learning effectiveness for professional course in northern region junior high dance class; the lower the enrollment motivation, the worse the learning effectiveness for professional course.(4)Within the enrollment motivation profiles, factors like “Interest for knowledge pursuit”, “Professional progress”, “Ideal realization” and “Stimulus aversion” could effectively predict the learning effectiveness for professional course.