新北市農會推廣終生教育家政班學員學習滿意度之研究

本研究以問卷調查法為主，文獻探討為輔，旨在探討新北市農會推廣終生教育家政班學員對其所接受推廣教育之滿意度。本研究主要目的有：一、了解新北市農會家政推廣教育的實施情形。二、了解新北市農會家政推廣教育家政班員最喜愛的項目。三、探討都會區與偏鄉地區農會的班員對家政推廣教育最喜愛項目的差異性。四、探討新北市農會家政班成員對於其所接受推廣教育的滿意度。五、分析新北市農會不同背景家政班成員對推廣教育滿意度之差異。六、根據研究結果提出可供未來相關政策改革參考之建議。本研究之問卷調查，是以自編之問卷為工具，以新北市轄下各農會家政班員為樣本母群體，採分層隨機取樣之方式進行。本研究共寄發正式問卷500份，回收481份，剔除無效問卷後，有效回收樣本數為453份，有效問卷回收率為90.60％。本研究之主要結論包括：一、整體而言，學員對推廣教育活動多表支持且學習滿意度高。二、學員對推廣教育學習滿意度的各層面中，以「學習環境」層面的滿意度最高，「學習效益」層面的滿意度最低。三、學員學習滿意度的個別題項中，滿意度最高的是「活動或上課地點明亮整潔舒適」及「活動或上課地點的安全措施讓我放心」。四、學員的學習滿意度會依其婚姻狀況、最高學歷、居住狀況及家政班規模而有差異。五、鄉村型農會的學員最喜愛的推廣活動課程為「副業技能訓練」；都會型農會學員則為「營養保健與疾病預防」。

關鍵字

農會；終生(身)教育；家政推廣教育；家政班學員；學習滿意度

並列摘要

This study, via adopting the methods of questionnaire survey and literature review, aimed to explore the attendants’ satisfaction to the home economics promotion courses offered by the Farmers’Association of New Taipei City. The main purposes of this study were: 1. To understand the implementation of the home economics promotion education of New Taipei City Farmers’ Association. 2. To understand the most favorite home economics courses provided by New Taipei City Farmers’ Association. 3. To explore the differences in the preference of courses between attendants from the Farmers’Association located in urban cities and in the rural surrounding areas in New Taipei City. 4. To explore the satisfaction of the attendants towards the home economics courses provided by the New Taipei City Farmers’Association. 5. To analyze the differences in the attendants’ satisfaction towards the courses taken in different Farmers’Associations.in New Taipei City. 6.To propose, based on the research findings, suggestions for the reference of future policy reforms. The questionnaire survey of this study was conducted by means of a self-designed questionnaire. Through the stratified random sampling, a total of 500 questionnaires were sent, and 481 valid questionnaires (e.g. valid response rate, 90.6%) were collected and analyzed. The main conclusions of this study can be summarized as follows: 1. Overall, the attendants were highly satisfied with the home economics courses they had taken and hold supportive attitudes towards the courses. 2. The dimension of the“learning environment”was the highestly satisfied one among the various dimensions of satisfaction, whilst the dimension of the“learning efficiency”was the the least. 3. The “bright, tidy and comfortable classroom” was chosen by the attendants as the most satisfied one among the various conditions of the learning environment, and it was followed by the relaxation derived from the “safety of the location and well-protected classroom”. 4. The attendants’ learning satisfaction towards home economics courses varied significantly with their marriage status, educational qualifications, the condition of their residence, and the number of attendants. 5. There were differences in the most popular programs between attendants from the Farmers’ Associations located in urban cities and in rural areas. While the most popular program in the urban cities was “subsidiary occupational skill training”, the most popular program was “nutrition health care and the prevention of diseases” in the rural areas.