A Study on the Satisfaction of Physical Education of the Junior High School Students with Physical and Mental Disability in Taipei County

• Main Authors: Chiou-Ping Lin, 林秋坪
• Other Authors: Jenn-Kune Lin, Ph.D.
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/90512567723883890415

碩士 === 國立臺灣師範大學 === 體育學系在職進修碩士班 === 93 === Abstract The purpose of this research was to investigate the satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County; and discuss the difference in the factors of teacher specialty, teacher and student relationship, learning effect, learning atmosphere, learning content, interaction between classmates, site & equipment, and physical education administration according to variables of different sex, class, grade and disability. The study sample are junior high school students with physical and mental disability in Taipei County, and the study tool are questionnaire survey and semi-structured interview according to “Questionnaire of satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County” and “Interview outline of satisfaction of physical education of the junior high school students with physical and mental disability in Taipei County”. A total number of 270 students from 20 public junior high schools in Taipei County were selected from random sampling in which 260 were valid samples. Through the statistic analysis, the findings are as follows: 1. Students have highest satisfaction on learning content, followed by teacher specialty, learning effect, site & equipment, learning atmosphere, interaction between classmates, physical education administration, and teacher and student relationship. 2. For the satisfaction of students with different sex, male students have higher satisfaction on learning content than female students; whereas female students have higher satisfaction on physical education administration than male students; but no difference on teacher specialty, learning effect, site & equipment, learning atmosphere, interaction between classmates, and teacher and student relationship. 3. For the satisfaction of students in different class, students from the class of hearing disability have higher satisfaction on teacher specialty, teacher and student relationship and learning effect than students from the unclassified class; whereas students from the unclassified class have higher satisfaction on learning atmosphere than that of the class with hearing disability; but no difference on learning content, interaction between classmates, site & equipment and physical education administration. 4. For the satisfaction of students from different grades, grade 9 students have higher satisfaction on interaction between classmates than grade 7 and 8; grade 9 students have higher satisfaction on site & equipment than grade 7 and 8; and grade 8 students have higher satisfaction on physical education administration than grade 7, and grade 9 students have higher satisfaction than grade 7; but no difference on teacher specialty, teacher and student relationship, learning effect, learning atmosphere and learning content. 5. For the satisfaction of students with different disability, students with physical disability have higher satisfaction on teacher and student relationship than students with hearing disability, medium intellectual disability and visual disability, in which the students with physical disability have higher satisfaction than that of visual disability. Students with hearing disability have higher satisfaction than visual disability. Students with medium intellectual disability have higher satisfaction than that of visual disability. In terms of learning effect, students with hearing disability have higher satisfaction than students with body disability and visual disability. In terms of site & equipment, students with medium intellectual disability have higher satisfaction than students with visual disability; but no difference in teacher specialty, learning atmosphere, learning content, interactions between classmate and physical education administration.