Please use this identifier to cite or link to this item: http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92536
Title: 中華民國紳士協會男性學員學習動機暨學習滿意度調查研究
A Study of Learning Motives and Satisfaction of Male Students in R .O.C Gentlemen Association
Authors: 黃明月
涂山華
Keywords: 男性團體
男性學習
成人教育
非營利組織
學習動機
學習滿意度
male group
male learning
adult education
non-profit organization
learning motives
learning satisfaction
Issue Date: 2004
Abstract: 環視國際及展望未來,「終身學習」的時代已經來臨,成人教育已逐漸成為社會教育的主流,面對蓬勃發展的成人教育,民間非營利組織展現無窮的潛力。中華民國紳士協會係以男士為主體的男性團體,積極推動男性學習和成長,是全國唯一的男士自覺團體。本研究旨在探討中華民國紳士協會男性學員的學習動機和學習滿意度之情形,從中了解不同個人背景的男性,其學習動機、學習滿意度有否差異?做為相關組織辦理男性成人教育之參考。 本研究採問卷調查法,以中華民國紳士協會男性學員為研究對象,針對92年有開班之學苑班,採立意取樣,選取十二所分會學苑班男性學員共374人發出問卷,回收有效樣本244份,回收率達72%。並利用次數分配、平均數、標準差、單因子變異數分析、雪費法、積差相關等研究方法,進行資料分析與統計。 依據研究結論與討論,就中華民國紳士協會男性學員之學習動機與學習滿意度的情形,研究發現有下列四點: 一、中華民國紳士協會男性學員對學習動機取向認同度普遍為高,其中對「求知興趣」 認同最高,對「逃避與刺激」認同程度最低。 二、中華民國紳士協會男性學員對於學習滿意度的評價頗高,其中以對「行政支援」 滿意度評價最高,對「課程內容」滿意度評價最低。 三、學習動機會因成員背景變項不同而有所差異。 四、學習滿意度會因成員背景變項不同而有所差異。 綜合上述之研究發現,本研究獲得下列幾項結論: 一、中華民國紳士協會男性學員之學習動機與學習滿意度均高。 二、中華民國紳士協會男性學員之學習動機會因成員不同背景變項而有所不同。 三、中華民國紳士協會男性學員之學習滿意度會因成員不同背景變項而有所不同。 四、中華民國紳士協會男性學員學習動機取向愈高則學習滿意度愈高。 根據本研究發現與結論,並衡酌中華民國紳士協會現況,提出下列五項建議: 一、加強多元服務,促進並維持男性學員的求知興趣。 二、學員參與課程安排,課程力求多樣化,滿足學員需求。 三、課程教學或活動,增加同儕互動,滿足社交接觸之機會。 四、提供親切的行政支援,強化學員向心力。 五、運用配套措施,有效引導學員學習需求。
In the prospect of the future, the era of “lifelong learning” has arrived. Adult education has become the mainstream in the social education. In face of development in adult education, non-profit organizations have exhibited infinite potentials. Taiwan Gentlemen Association is a male oriented association promoting learning and growth in males, and is the only male self-awareness group in Taiwan. The purposes of this study are to discuss the learning motives and satisfaction of male students in the Taiwan Gentlemen Association, and to understand the effect on personal background on learning motive and satisfaction. The results are provided to related organizations for references to adult education. This study adopted questionnaire survey method, and sent questionnaires to 374 male students randomly selected from 12 branch schools of the Association; 244 questionnaires were returned and the return rate is 72%. The data was analyzed by frequency distribution, average mean, standard deviation, ANOVA, product-moment correlation for statistics. The research findings concerning the learning motive and satisfaction of the subjects are as follows: 1. The subjects exhibited high identification with learning motives, among which the highest was “interest in learning” and the lowest was “avoidance and stimulation.” 2. The subjects expressed high satisfaction on learning process, among which the highest was “administrative support” and the lowest was “course content.” 3. The learning motives varied with personal backgrounds, thus, exhibited no significant difference. 4. The learning satisfaction varied with personal backgrounds, thus, exhibited no significant difference. Based on the above findings, the research concluded: 1. The learning motives and satisfaction of subjects are high. 2. The learning motives vary with personal backgrounds. 3. The learning satisfactions vary with personal backgrounds. 4. The learning motives are positively correlated with learning satisfaction. Based on the research findings and conclusions, the following suggestions are offered: 1. The courses should be designed for diversity to meet students’ needs. 2. The instruction should include student interaction to promote social opportunities. 3. Sincere administrative support can strengthen students’ unity. 4. Diverse services can promote and maintain the thirst of learning in male students. 5. Related measures can be implemented to meet the needs of students.
URI: http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=%22http://etds.lib.ntnu.edu.tw/cgi-bin/gs32/gsweb.cgi?o=dstdcdr&s=id=%22N2004000021%22.&%22.id.&
http://rportal.lib.ntnu.edu.tw:80/handle/20.500.12235/92536
Other Identifiers: N2004000021
Appears in Collections:學位論文

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