救國團探索教育課程學習滿意度之研究

Abstract

本研究目的為探討參加救國團探索教育課程學員的學習滿意度，並瞭解不同背景變項的學員之學習滿意度是否有差異。本研究採用問卷調查法作為研究方法，以「救國團探索教育課程學習滿意度調查問卷」作為研究工具，研究對象為經課程單位同意參與調查之18歲以上、參加救國團總團部探索教育課程之學員。在救國團的探索教育課程後，實施問卷調查，並透過描述性統計分析、獨立樣本ｔ檢定、單因子變異數分析等方法，瞭解學員在各學習滿意度構面得分情形和是否具有顯著性差異。研究結果顯示，學員對於救國團探索教育課程的整體學習滿意度達到4.575分（滿分5分），學習滿意度普遍較高。不同背景變項中「性別」、「年齡」、「學歷」與「是否曾參與過探索教育課程」均未對學習滿意度產生顯著影響。而在「課程類型」的比較上，有參與戶外探索設施的學員，在「教師教學」、「課程內容」與「人際關係」構面上的滿意度顯著高於僅參與室內課程的學員。顯示戶外探索活動可能提供更高的學習挑戰性與體驗沉浸感，進而提升學員的整體學習滿意度。根據研究結果，本研究提出以下建議，供救國團探索教育課程規劃者、探索教育實務工作者及未來研究者參考，以提高教學品質及再參與意願。在課程設計與活動規劃面上，可加強個人學習成就感與學習遷移、注重學習環境氣氛營造與優化場地設備、增加戶外探索活動比例、課程模組分級分眾化、建立年度回顧機制與學習回饋資料庫等。對未來之研究則建議可擴大研究對象範圍、進一步分析學習遷移效果、採用質性研究方法及前後測等。The purpose of this study was to explore the learning satisfaction of students who participated in the China Youth Corps (CYC) adventure education courses and to understand whether there were differences in the learning satisfaction of participants with different backgrounds.This study adopted a questionnaire survey method and used the"CYC Adventure Education Courses Learning Satisfaction Questionnaire" as the research instrument. The research subjects were students aged 18 and above who participated in the CYC headquarters' adventure education courses and agreed to take part in the survey with the consent of the course unit. After the courses, a questionnaire survey was conducted. Descriptive statistical analysis, independent t-test, and one-way ANOVA were used to examine the participants' scores in each dimension of learning satisfaction and whether significant differences existed.The results indicated that the overall learning satisfaction score for the CYC adventure education courses reached 4.575 out of 5, showing a generally high level of satisfaction. Among the different background variables, gender, age, educational background, and previous participation in adventure education courses did not significantly affect learning satisfaction. However, in the comparison of course types, participants who engaged in outdoor adventure activities reported significantly higher satisfaction in the dimensions of teaching quality, course content, and interpersonal relationships than those who only attended indoor courses. These findings suggested that outdoor adventure activities may provide higherlevels of learning challenge and immersive experience, thereby enhancing overall learning satisfaction.Based on the research findings, this study proposed several recommendations for CYC adventure education course planners, adventure education practitioners, and future researchers to improve teaching quality and increase willingness to re-enroll. In terms of course design and activity planning, suggestions include enhancing individual learning achievement and learning transfer, focusing on the creation of a positive learning atmosphere and optimizing facility conditions, increasing the proportion of outdoor adventure activities, developing tiered and targeted course modules, establishing an annual review mechanism, and building a learning feedback database. For future research, it is recommended to expand the scope of research participants, further analyze the effects of learning transfer, adopt qualitative research methods, and consider pre- and post-tests.