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|Other Titles: ||A study on educational satisfaction of retarded students at higher education level|
|Authors: ||關丞博;Kuan, Chen-po|
|Keywords: ||高等教育;身心障礙學生;教育滿意度;Higher Education Level;Retarded Students;Educational Satisfaction|
|Issue Date: ||2010-01-11 00:16:31 (UTC+8)|
This study aimed to understand the educational satisfaction of Retarded Students at higher education level, and to analyze the relationship between students’ satisfaction and background variables, with an attempt to provide implications and suggestions for educational authorities to improve higher education for Retarded Students.
Data of this study were collected by a questionnaire survey. The sample of questionnaire survey consisted of 303 Retarded Students, purposively selected from 9 universities in Taipei City and Taipei County.
The data set from the questionnaire survey was analyzed by using SPSS13.0, including descriptive statistics, t-test, and one-way ANOVA.
Findings of this study were as follow：
1. Retarded Students had perceived relatively high-level of educational satisfaction, and the satisfaction with “learning environment” was the highest one, and satisfaction with “assistance in career and employment” was the lowest one.
2. Freshmen perceived the highest satisfaction; seniors and graduate students perceived lower satisfaction.
3. Different types of Retarded Students perceived almost the same level of educational satisfaction.
4. Retarded Students who entered university by way of “Academic Exam” perceived higher satisfaction than students by way of “Recommendation.”
5. Students who “lived in the dorm” and “lived by him/herself along” perceived higher satisfaction.
6. There were significant differences in Retarded Students’ educational satisfaction by their background variables, such as ”school”, “college”, “father’s academic background.”
7. There were no significant differences in Retarded Students’ educational satisfaction by their background variables, such as ”gender”, “mother’s academic background.”
Based on findings of this study, some suggestions were proposed for educational authorities, universities and future researchers.
|Appears in Collections:||[教育政策與領導研究所] 學位論文|
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