臺北市體操俱樂部國小學生學習態度與學習成效之研究

Abstract

本研究目的旨在瞭解臺北市體操俱樂部國小學生學習態度與學習成效之現況，同時比較不同背景變項對國小學生學習態度與學習成效之間差異情形。本研究以臺北市體操俱樂部國小中高年級學生為研究對象，採立意取樣方式，共得有效問卷218份，計回收率91.98%。所蒐集資料以SPSS for Window20.0版統計套裝軟體進行分析，經描述性統計、獨立樣本t考驗、單因子變異數分析、皮爾森積差相關等統計方法之後，獲得以下結果：一、參與臺北市體操俱樂部國小學生，大多經由家人報名參加此活動，而沒參加過比賽學生多於有參加過比賽學生，報名的堂數多為21-31堂課以上，且家長都是支持的態度。二、在不同背景變項中對學習態度三構面，性別在「情意」構面有顯著差異；是否有家人一同參與活動在「認知」、「情意」、「行動意向」構面有顯著差異；家人是否支持的態度、參與的堂數在「情意」、「行動意向」構面有顯著差異；參加年資在「情意」構面有顯著差異。在不同背景變項中對學習成效三構面，是否有家人一同參與活動在「心理樂趣」構面有顯著差異；家人是否支持的態度、參與的堂數在「運動知能」、「心理樂趣」、「動作技能」構面有顯著差異；參加年資在「運動知能」、「動作技能」構面有顯著差異。三、臺北市體操俱樂部國小學生學習態度與學習成效達顯著正相關。This study aims to understand the status quo of the gymnastics club students’ learning attitude and learning effectiveness at the elementary schools in Taipei City, and to compare the differences of different backgroundvariables on these students’ learning attitude and learning effectiveness. The participants were gymnastics club students in Taipei City and they were the elementary school students from grade 3 to grade 6. The study used purposive sampling. A total of 218 questionnaires were effective, giving a response rate of 91.98%. The collected data were analyzed by SPSS for Window20.0. This study applied statistical methods, including descriptive statistics, independent sample t-test, one way ANOVA and Pearson correlation. The following summarizes this research conclusion: (1) most of the elementary school students who enrolled in gymnastics club were signed up by their parents. The student who had no any experiences of gymnastics contest was more than those who had. The number of the courses they enrolled in was more than 21-31. Besides, their parents’ attitude toward this course was positive. (2)The influence of different background variables on the three-dimension of learning attitude were：Significant differences in gender were shown in the affective domain; family participation had significant differences in the cognitive, the affective and the behavior intention domains; family attitude and the number of the enrolled courses had significant differences in the affective and the behavior intention domains; the participants’ seniority had significant differences in the affective domain. The influence of different background variables on the three-dimension of learning effectiveness were：family participation had significant differences in the mental interests domain; family attitude and the number of the enrolled courses had significant differences in the mental interests and the psychomotor domains; the participants’ seniority had significant differences in both the understanding of profession and the psychomotor domains. (3) At the elementary schools in Taipei City, the gymnastic students’ learning attitude and learning effectiveness were positive correlation significantly. Key words：Gymnastic Club, Learning Attitude, Learning Effectiveness