淡江大學機構典藏:Item 987654321/31131
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/31131


    Title: 高等教育階段身心障礙學生教育滿意度之研究
    Other Titles: A study on educational satisfaction of retarded students at higher education level
    Authors: 關丞博;Kuan, Chen-po
    Contributors: 淡江大學教育政策與領導研究所碩士班
    吳明清;Wu, Ming-ching
    Keywords: 高等教育;身心障礙學生;教育滿意度;Higher Education Level;Retarded Students;Educational Satisfaction
    Date: 2009
    Issue Date: 2010-01-11 00:16:31 (UTC+8)
    Abstract: 本研究旨在探討高等教育階段身心障礙學生之教育滿意度。探討與分析要點有二：一、了解高等教育階段身心障礙學生教育滿意度之一般狀況；二、比較不同背景變項的身心障礙學生教育滿意度之差異。冀能提供教育主管機關及大專校院作為改進高等教育階段身心障礙教育之參考。
    本研究採問卷調查法，以自編之「高等教育階段身心障礙學生教育滿意度調查問卷」為工具，針對目前就讀於台北縣市九所大學之身心障礙學生為研究對象，共抽取500名學生為樣本實施調查。依據回收有效問卷303份之資料，以SPSS 13.0套裝軟體進行統計分析，包括描述性統計、t考驗、單因子變異數分析等。
    依據研究結果，歸納出以下結論：
    一、高等教育階段身心障礙學生的教育滿意情形尚屬良好，其中以「學習環境」的滿意度最高，「生涯就業輔導」的滿意度相對較低。
    二、高等教育階段身心障礙學生的教育滿意度以一年級學生最高，大四學生與研究生相對較低。
    三、高等教育階段不同障礙類別的學生之教育滿意度大致相同。
    四、高等教育階段身心障礙學生透過「學測或指考」管道入學者，其教育滿意度高於透過「身心障礙學生升學大專校院甄試」與「保送甄試」管道入學的學生。
    五、高等教育階段身心障礙學生以「住學校宿舍」與「獨自在外租賃房屋」者的教育滿意度較高，「住在家裡」者相對較低。
    六、高等教育階段身心障礙學生的教育滿意度因就讀學校別、就讀學院別、父親最高學歷的不同而有顯著差異。
    七、高等教育階段身心障礙學生的教育滿意度尚無因性別、母親最高學歷不同之差異。
    根據上述研究結論，本研究提出建議，以提供教育主管機關、大專校院及未來研究者之參考。
    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:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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