| Summary: | 碩士 === 輔仁大學 === 體育學系碩士班 === 100 === The purpose of this study was to investigate the learning satisfaction and effectiveness of swimming instruction of students from high schools funded by the Ministry of Education in subsidizing swimming pool rent. A total of 800 questionnaires were sent to 20 high schools (public=10, private=10). Among the returned 695 copies, 650 were valid (81.25%). The data were analyzed using descriptive statistics, t-tests, one-way ANOVA, Scheffe’s method and Pearson Product-Moment correlation technique. The results of the study were as follows:
1.A typical subject in this study was female, a junior or senior grader, from a private school, had the ability of floating for more than 5 meters, and taking several swimming classes at different times
rather than an intensified course with extended time.
2.There was an above moderate level of swimming lesson learning satisfaction of the subjects,
with “Instruction from the Teachers” showing the highest score and “Facilities and Equipments” the
lowest.
3.There were significant differences on satisfaction levels of “Instruction from the Teachers”
and “Classmate Relations” between juniors and freshmen and between seniors and juniors; there was a
significant difference on the satisfaction level of “Classmate Relations” among students with
different swimming abilities; and there were significant differences on satisfaction levels
of “Administrative Procedures”, “Instruction from the Teachers”, “Facilities and Equipments”,
and “Classmate Relations” between students taking several swimming classes at different times and
those taking an intensified course with extended time.
4.There was an above moderate level of swimming lesson learning effectiveness of the subjects,
with “Perceptions” showing the highest score, “Attitudes” the second, and “Skills” the lowest.
5.There were significant differences on learning effectiveness of “Perceptions”, “Attitudes”
and “Skills” between male and female students; there were significant differences on learning
effectiveness of “Perceptions” and “Skills” among students with different swimming abilities; and
there were significant differences on learning effectiveness of “Perceptions”, “Attitudes”
and “Skills” between students taking several swimming classes at different times and those taking an
intensified course with extended time.
6.There were significantly positive correlations between subscales of learning satisfaction and
subscales of learning effectiveness.
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