| Summary: | 碩士 === 逢甲大學 === 公共事務與社會創新研究所 === 106 === This study aimed to understand the current state of participating motivation and learning satisfaction among junior high school wind band members, and examined the differences and relationships in the participating motivation and learning satisfaction between band members of different background variables. Based on the results of this study, a conclusion was formed with specific recommendations as future reference for the relevant education authorities, institutions, clubs and wind band participants.
This study was conducted through questionnaire surveys, where the participants were the wind band members from the junior high schools in Taichung City and Changhua County. A questionnaire titled “Questionnaire Survey for A Study of Wind Band Member’s Participating Motivation and Learning Satisfaction in The Junior High School” was the research tool. Stratified cluster sampling was carried out based on the 762 valid questionnaire responses recovered from a total of 804 questionnaires given to 14 schools. The questionnaires were analyzed using descriptive statistics, t tests, single factor analysis of variance, and Pearson product-moment correlation.
The results of the analysis were as follows:
1.High participating motivation was found among junior high school band members, where they rated strongest on the “learning interest” dimension, followed by the “achievement need” dimension.
2.High learning satisfaction was found among junior high school band members, where they rated strongest on the “teacher’s teaching” dimension, followed by the “learning outcome” dimension.
3.There were differences in the participating motivation and learning satisfaction between junior high school band members of different background variables
i.Significant differences were found between the wind band members from Taichung City and Changhua County in terms of the “learning interest”, “interpersonal need” and “achievement need” dimensions of their participating motivation, as well as the “self-cognition” and “learning outcome” dimensions of their learning satisfaction.
ii.A significant difference was found between wind band members of different genders in terms of the “learning interest” dimension of their participating motivation.
iii.Significant differences were found between wind band members in different “years of junior high school” in terms of the “administrative identification” dimension of their learning satisfaction.
iv.Significant differences were found between wind band members with different “training time allocations” (weekly practice days) in terms of the “learning interest”, “interpersonal need”, “achievement need” and “reward and praise” dimensions of their participating motivation, as well as the “self-cognition”, “learning outcome” and “peer relationship” dimensions of their learning satisfaction.
v.Significant differences were found between wind band members with different “training time allocations” (weekly practice hours) in terms of the “interpersonal need” and “reward and praise” dimensions of their participating motivation, as well as the “peer relationship” dimension of their learning satisfaction.
vi.Significant differences were found between wind band members differentiated by “whether they had an assigned leadership role in the classroom” in terms of the “learning interest” and “achievement need” dimensions of their participating motivation, as well as the “self-cognition” and “learning outcome” dimensions of their learning satisfaction.
vii.Significant differences were found between wind band members differentiated by “whether they liked the wind band”, “whether they practiced after class” and “whether they had parental approval” in terms of the “learning interest”, “interpersonal need”, “achievement need” and “reward and praise” dimensions of their participating motivation, as well as the “self-cognition”, “learning outcome”, “peer relationship”, “administrative identification” and “teacher’s teaching” dimensions of their learning satisfaction.
viii.Significant differences were found between wind band members differentiated by “whether they had off campus musical instrument learning experience” in terms of the “learning interest”, “interpersonal need”, “achievement need” and “reward and praise” dimensions of their participating motivation, as well as the “self-cognition”, “learning outcome”, “peer relationship” and “administrative identification” dimensions of their learning satisfaction.
4.Significant positive correlation was found between participating motivation and learning satisfaction.
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