本研究以九十八學年度嘉義地區高職實用技能班美髮技術科學生為研究對象，透過問卷調查方式蒐集樣本資料進行統計分析，藉以探討學生學習滿意度。在樣本資料回收後，透過因素分析、信度分析、平均數檢定法以及集群分析等統計方法進行分析，研究結果顯示，影響學生學習滿意度的潛在因素包括「師資與課程教材」、「學習成果」、「學習環境」、「學校行政」、「人際關係」等五個構面。在「師資與課程教材」的滿意度上，不同性別的學生有顯著差異，其中男學生較為滿意；在「學習成果」上，男學生同樣比女學生有較高的滿意度，且萬能學生比弘德學生的滿意度高；在「學習環境」方面，三年級學生的滿意度較高，而萬能與協志的學生均較弘德的學生有較高的滿意度；「學校行政」方面，同樣是三年級學生比二年級學生的滿意度高，而協志學生比東吳學生有較高的學習滿意度；至於「人際關係」，在性別、年級、學校、證照、生涯規劃、工作經驗等六項統計變項上，都沒有顯著差異。以學習滿意度的五個因素構面分群可分為二群，分別為「高學習滿意度群」與「低學習滿意度群」，集群在性別、年級、學校上有顯著差異，而在證照、生涯規劃、工作經驗等統計變項上則沒有顯著差異。

This study is to explore learning satisfaction for students of practical technical program in department of beatification in vocational high school in Chiayi area by a questionnaire survey. To analyze the collected data the statistical methods used include factor analysis, reliability analysis, mean test and cluster analysis. The construct of learning satisfaction consists of five factors, which are "teacher and course intension", "learning achievement", "learning environment", "school administration" and "relationship" As to intervening variables, it is found that satisfaction of males is higher than females for the two factors "teacher and course intension" and "learning achievement"; the satisfaction for grade 12 students are higher than grade 11 students for the two factors "leaning environment" and "school administration"; different school results in higher satisfaction for the three
factors "learning achievement", "learning environment" and "school administration"; and there is no significant difference for the
factor "relationship" All the students could be divided into two clusters, named high learning satisfaction and low learning satisfaction.
The two clusters are significantly different with respect to gender, grade and school.