| Summary: | 碩士 === 國立臺南大學 === 教育學系課程與教學碩士班 === 99 === The study aims to investigate the third graders’ musical learning situations in learning attitudes, learning disturbance and coping strategies. To cope with these problems, the study conducted a quantitative analysis with Stratified sampling to Kaohsiung area. Eight hundred and ten primary third graders in Kaohsiung participated in the survey, and seven hundred and forty seven were examined in validity. The measurement tools are adapted from relevant previous studies to meet the need of the research, including three sub-questionnaires, “attitude toward learning music,” “musical learning disturbance,” and “coping strategies for learning music.” The results of the study were examined with both statistical analysis such as descriptive statistics, Independent sample t test, ANOVA, Pearson correlation etc., and qualitative data collected, which conclude as follow:
1. Attitude toward learning music for the third graders shows medium-high status; moreover, the dimension of learning motivation shows the highest one, but the dimension of learning habit the lowest one.
2. The learning disturbance of the third graders shows medium-low status, implying that the family factor influences most, but the school factor influences less.
3. The coping strategy adopted by the third graders show positive behaviors, implying that positive coping strategies are used most, but negative ones are used less.
4. The difference in different gender of students is significant in learning attitude, showing that females have higher score than males in learning motivation, learning habit and learning situation, but no significant difference in learning cognition.
5. No significant difference in different locations of schools, implying “attitude toward learning music,” “musical learning disturbance,” and “coping strategies for learning music,” of students have no difference.
6. No significant difference in parents’ education background, implying “attitude toward learning music,” “musical learning disturbance,” and “coping strategies for learning music,” of students have no difference.
7. No significant difference in parents’ socioeconomic background, implying “attitude toward learning music,” “musical learning disturbance,” and “coping strategies for learning music,” of students have no difference.
8. Students’ attitudes toward learning music have a significantly negative correlation with musical learning disturbance.
9. Students’ musical learning disturbance has a significantly negative correlation with positive coping strategies, but shows a significantly positive correlation with negative coping strategies.
10. Students’ musical learning attitudes has a significantly positive correlation with positive coping strategies, but shows a significantly negative correlation with negative coping strategies.
These findings of the study, finally, can provide elementary schools, teachers and parents for further references.
|
|---|
