This study aims to explore and identify the differences in motivation and learning satisfaction of Taipei elementary school students who participate in school musical teams of strings. The study results, hopefully, may provide the related educational authorities of schools and government, as well as the students and parents, with some references while planning and selecting a club.
Quantity questionnaires were distributed as a survey material. 311 valid copies were collected and examined. The data were analyzed through frequency distribution, mean, standard deviation, t-test for independent samples, single & one-way ANOVA, regression analysis and meta-analysis. The findings are listed as follows.
1. Motivation in participation reached to an upper middle level: Among the three dimensions, self-awareness influenced students the most, external rewards and human influences are in the 2nd and 3rd places.
2. Learning satisfaction reached to an upper high level: Among the three dimensions, self-realization led in the 2nd and 3rd places of administrative support and curriculum.
3. Variables showed differences in motivation:
a. Compared to students of New Taipei City, students of Taipei City showed that human influences mattered the most. This indicated they value interpersonal relationship more.
b. Students who newly joined the musical teams were more aware of the human influences than those of 2 but less than 3 years in the teams.
c. Students who practiced over 4 hr/wk were with higher self-awareness
than those who practiced within 2-4 hr/wk. This showed that these students
are interested in music and they practice with joy.
d. With gender differences, girl students showed better self-awareness than boy students.
4. Variables showed differences in learning satisfaction.
a. With curriculum, teaching results and the interaction between teachers and students, those who practiced over 4 hr/wk gained higher satisfaction.
b.girl students showed better self-realization and overall learning satisfaction than boy students.
b. Middle graders (3rd & 4th grades) are far more satisfied than those of high graders (5th & 6th grades) in self-realization, curriculum, administrative support and overall learning satisfaction
c. Students who practiced independently over 2 hr/wk after school gained the most satisfaction with administrative support.
5. Influences of learning motivation to learning satisfaction:
It was positive that motivation influenced their learning satisfaction. Taipei students who participated in musical clubs with greater motivation led to greater learning satisfaction. Self-awareness and external rewards were listed in the 1st and 2nd places.