成人學習動機與學習成效關係之研究：以高級中等進修學校第二專長教育班為例

The Relationship between adult learners' learning motivation and learning effectiveness : A Study of the Second Expertise Program in Senior High Schools

10.6837/NCNU.2011.00130

余采瑄

高中職第二專長教育班 ； 成人學習者 ； 學習動機 ； 學習成效 ； the Second Expertise Program in Senior High Schools ； adult learners ； learning motivation ； learning effectiveness

國立暨南國際大學成人與繼續教育研究所學位論文

2011年

碩士

賴弘基

繁體中文

本研究旨在探討高中職第二專長教育班成人學習者學習動機與學習成效之關係。本研究主要目的包括： 一、瞭解第二專長教育班成人學習者之學習動機與學習成效。 二、分析不同背景之第二專長教育班成人學習者其學習動機與學習成效之差異情形。 三、探討第二專長教育班成人學習者之學習動機與學習成效間之關係。 本研究之研究工具係參考國內外相關文獻所編制之結構式問卷，問卷內容包含個人基本資料、學習動機量表及學習成效自評量表。研究施測係以基隆市、新北市、新竹市、台中市、雲林縣、嘉義市、台南市及花蓮縣部分之國立及私立高級中學進修學校開設第二專長教育班之學員為研究對象，共計發出 380 份問卷，回收 359 份，回收率為 94.47％；其中，扣除填答不完全者 41 份，有效問卷共 318 份，其回收率為 88.57％ 。所得問卷資料以 SPSS 18.0 軟體，分別運用項目分析、因素分析、信度分析、百分比、平均值、標準差、t 檢定、單因子變異數分析及 Pearson 積差相關等統計方法進行分析。 資料分析結果歸納之結論如以下五點： 一、對高中職第二專長教育班成人學習者而言，學習動機影響力具備中等程度，其中係以「求知興趣」構面最高。 二、高中職第二專長教育班成人學習者，學習成效認同度具備中上程度，其中係以「反應」構面最佳。 三、影響高中職第二專長教育班成人學習者學習動機的因素為性別、年齡、職業及每月薪資狀況。 四、影響高中職第二專長教育班成人學習者學習成效的因素為性別、年齡及學歷。 五、對高中職第二專長教育班成人學習者而言，學習動機愈高，其所感知之學習成效的認同度愈好 根據以上結論，本研究分別針對高中職第二專長教育班行政機構、第二專長教育班成人學習者及有興趣相關議題之後續研究者提出以下的建議： 一、對高中職第二專長教育班行政單位之建議 （一）配合當地產業需求，深耕在地化教育。 （二）結合當地職業公會、職訓中心等相關單位形成策略聯盟。 （三）營造高中職第二專長教育班特有之學習文化與學習氛圍。 （四）瞭解社區民眾需求以作為開辦班別之重要指標。 二、對高中職第二專長教育班成人學習者之建議 （一）結合實務與理論之應用。 （二）跨業交流與團體情誼的建立。 （三）成人學習者必須具備積極與反思的學習策略。 三、對後續研究之建議 （一）運用質化的方式對第二專長教育班作另一面向之深入探討。 （二）擴大研究樣本作出更具代表性的研究。 （三）瞭解第二專長教育班成人學習者所面臨之學習阻礙或其中途輟學原因為何。

This study aims to explore the relationship between adult learning motivations and learning effective rates of the Second Expertise Program in Senior High Schools learners. The main purposes of this study are: 1.To understand the underlying motivation and learning effective rate of adult learners in second specialty educational classes. 2.To analyze the differences between adult learning motivations and the learning effective rates of second specialty educational classes adult learners with various backgrounds. 3.To look into the relationship between different adult learning motivations and their learning effective rates of adult learners in second specialty educational classes. The researching tools used are structural questionnaires developed by eferencing relevant domestic as well as international historical data. The questionnaires consist of basic personal information, learning motivation, and learning effect self-rating scale. The surveyed sampling group is formed by students of several public and private the Second Expertise Program in Senior High Schools in Keelung City, New Taipei City, Hsinchu City, Taichung City, Yunlin County, Chiayi City, Tainan City, and Hualien Country. Out of the 380 questionnaires distributed, 359 were collected, with a returning rate of 94.47%; from which, 41 of them were incomplete, leaving 318 valid questionnaires, and a valid returning rate of 88.57%. Using the SPSS18.0 software, the valid questionnaires were tested with subject nalysis, factor analysis, reliability analysis, percentage, mean, standard deviation, t-test, single-factor analysis of variance, and the Pearson correlation, as well as other relevant statistical methods. The data analysis summary was used to conclude the five points as follows: 1.Learning motivations have a moderate impact on the Second Expertise Program in Senior High Schools adult learners, with “desire to learn” being the most influential dimension. 2.Learning effective rates also possess a moderate impact on the Second Expertise Program in Senior High Schools adult learners, with “response” being the most influential dimension. 3.Factors posing the most impact on learning motivations of the Second Expertise Program in Senior High Schools adult learners are gender, age, occupation, and monthly salary. 4.Factors posing the most impact on learning effective rates of the Second Expertise Program in Senior High Schools adult learners are gender, age, and education received. 5.For the Second Expertise Program in Senior High Schools adult learners, the stronger their learning motivations are, the higher their learning effective rate will be. Based on the above findings, this study offers several suggestions for the Second Expertise Program in Senior High Schools administrative organizations, the adult learners of the Second Expertise Program in Senior High Schools, and interested fellow researchers of subsequent studies: 1.Suggestions forthe Second Expertise Program in Senior High Schools administrative organizations: （1）Accommodate the needs of local industries, provide local-oriented education. （2）Form strategic alliances with local occupational association, career training centers, and other relevant groups. （3）Create unique learning cultures and learning atmosphere for the Second Expertise Program in Senior High Schools. （4）Understand the specific needs of people in the community, and use so as an indicator to offering courses. 2.Suggestions for the Second Expertise Program in Senior High Schools adult learners: （1）Integrate practical and theoretical skills. （2）Establish cross-industries communications as well as inter-groups alliances. （3）Adult learners must form active and reflective strategic learning habits. 3.Suggestions for interested fellow researchers on subsequent subjects: （1）Use qualitative methods to analyze and explore another aspect of second specialty educational classes in depth. （2）Expand the sampling size to conduct more effective researches. （3）Understand the obstacles faced by second specialty educational classes adult learners or the reasons causing them to drop out of schools.

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