| Summary: | 碩士 === 國立臺北教育大學 === 音樂學系碩士班 === 107 === This study aimed to analyze the recorder learning interests of the fourth and sixth graders in elementary schools in Kaohsiung, and discuss the possible causes and how background differences affecting students’ recorder learning interests. The population was the fourth and sixth graders in Kaohsiung elementary schools, and the questionnaire “Kaohsiung Elementary Students’ Interest in Recorder Learning” was researcher-developed as the research instrument. The questionnaires were sent to participants who were stratified sampled from the population. Five hundred and ninety surveys were valid while six hundred and forty-seven surveys were given out, and the overall valid return rate reached 91.3%.
The collected data were analyzed statistically through the SPSS 25 software, and descriptive statistics, independent t-test, Analysis of Variance, and Pearson product moment correlation were conducted.
After carefully organizing and summarizing, the conclusions were as follows:
1. The fourth and sixth-grade students showed overall strong interests in recorder learning.
2. The students demonstrated learning interests and motivation in recorder, and significant correlations with teaching curriculum and teacher teaching efficiency.
3. Differences in student background had significant effects on recorder learning interests.
a. Different grade level, gender, and prior instrumental learning experience or musical club experience had significant effects on students’ learning interests.
b. Other effects on students’ learning interest, results were as follows:
i. Different grade level showed significant differences in students’ learning motivation, teaching curriculum, and teacher teaching
efficiency. The fourth graders were significantly higher than sixth graders.
ii. Different genders showed significant differences in students’ learning motivation and teaching curriculum, and girls were significantly higher than boys while teachers’ teaching efficiency was not significant.
iii. The prior instrumental learning experiences had significant effect on students’ learning motivation and teaching curriculum, the results for students with prior experiences were significantly higher than students’ with no related experiences. There was no significant effect on teacher teaching efficiency.
iv. Prior experiences in other musical club in school had
significant effect on students’ motivation and teaching curriculum. It did
not show differences in teacher teaching efficiency. In regards to student
motivation, recorder club students had significantly stronger motivation
than students without other musical club experiences. In regards to
teaching curriculum, recorder club students also had significantly
higher results than none participants.
Last, recommendations were made based on research findings in order to provide references for government education departments, music teachers, textbook editors, and future research.
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