中文摘要
　　本研究主要目的在瞭解，大專學生花式撞球選課動機與實際體驗情況，並探討學生對撞球課程需求之重要程度與學習滿意度的差異，以使教學者更能體察學生需求，作為教學設計與課程規劃之參考依據。本研究以研究者所授課的600位學生為對象，並以「大專學生花式撞球選課動機及體驗程度與滿意度量表」為研究工具，進行問卷調查，有效問卷561份，有效問卷回收率93.5％。所得資料經SPSS 10.0 for Windows套裝軟體進行描述性統計、項目分析、因素分析、信效度考驗、單因子多變量變異數分析、鄧肯事後比較、成對t檢定、重要－表現程度分析法（IPA）與路徑分析等統計方法分析後，所得結果如下：
一、大專學生撞球課程選課動機與體驗程度，其排序依序為：「技能學習」、「自我肯定」、「社會關係」；在重要程度方面：以「場地與器材設備」得分最高。在學習滿意度方面：以「教師教學」得分最高。
二、不同背景變項的選修撞球課學生，對於選課動機、體驗程度、重要程度與滿意度上有顯著差異。
三、選修撞球課學生的選課動機與體驗程度之間有顯著差異；重要程度與滿意度之間有顯著差異。
四、影響大專學生撞球課程的學習滿意度路徑，主要有六條顯著路徑。

Abstract
　　The purpose of this study was to discover the motivation of selecting a pool course in college students; to have insight into students’ real life experience, level of demand, and variations of satisfaction. We can therefore better meet the students’ needs and design our class and program properly. Six hundred students in my pool class were studied with a survey entitled “Motivation, Experience and Satisfaction of Selecting a Pool Course in College”. We received 561 valid samples at a return rate of 93.3％. Various research methods applied including SPSS 10.0 for Windows which is for descriptive statistics, item analysis, factor analysis, Reliability and Validity analysis, one-way-multivariate variable analysis, Duncan post-hoc comparison, paired-samples t-test, analysis of performing importance and path analysis.
The conclusions are as follow:
1.The factor most determining students’ motivation and experience is skill learning followed by the other two, self-fulfillment and social relationship. Location and equipment is the main factor in level of demand, while teaching influences students’ satisfaction.
2.Students with different backgrounds vary dramatically in all the four factors: motivation of selecting a pool course, real life experience, level of demand and satisfaction.
3.Huge variations exist between students’ motivation and experience, between level of demand and satisfaction.
4.There are six major paths found to have an effect on the satisfaction of learning pool.