The relationship between elementary school students'' usage satisfaction of clustered classrooms and learning adjustment

• Main Authors: Wu-Wan Ju, 吳婉如
• Other Authors: Lee-Wu Zen
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/30689010290179538684

碩士 === 國立屏東師範學院 === 教育行政研究所 === 93 === The purpose of this study was to investigate the relationship between elementary school students’ usage satisfaction of clustered classrooms and learning adjustment. It was conducted through questionnaire survey. The samples included 793 students at elementary schools, and the valid return rate was 92%. The statistical techniques were descriptive statistics, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression analysis. The major findings of this study were as follows: 1. Students’ average usage satisfaction of clustered classrooms was at the “satisfaction” level, with the highest usage satisfaction level felling on “learning resource center”. 2. Significant differences in usage satisfaction were found in the variables of students’ gender, grade, and the room-types of clustered classrooms. 3. Students’ average learning adjustment was at the “moderate” level, with the highest learning adjustment level felling on “learning interest”. 4. Significant differences in learning adjustment were found in the variables of students’ gender, grade, and the room-types of clustered classrooms. 5. Significant positive correlations were found between the usage satisfaction of clustered classrooms and learning adjustment. 6.The variables of the usage satisfaction of clustered classrooms could be used to forecast students’ subject learning adjustment.