臺北縣婦女學習需求之研究

A study on the learning needs of women in Taipei County

詹玉蓉(yu- Jung Chan)

指導教授 ： 黃明月

國立臺灣師範大學/教育學院/社會教育與文化行政碩士學位在職專班/碩士(2007年)

摘要

隨著社會變遷，婦女角色改變，現代婦女，都渴望自己隨著社會發展而有所突破或改變，研究者長期在社政單位服務，致力於婦女福利工作，臺北縣婦女學苑的開辦普遍獲得婦女之支持與認同，唯開辦以來，並未針對辦理情形進行評估，是否符合婦女需求，故本研究以臺北縣婦女學苑學員為對象，進行婦女學習需求之探討，而如何擴展學習領域增進自我知能，提升社會參與實為重要議題，本研究除針對婦女學習內容需求外，亦探究其學習支援系統與學應用之需求，以了解婦女更多層面需求，作為未來規劃參考。
本研究旨在探討臺北縣婦女學習需求，及不同背景變項的婦女與學習需求的關係，除從文獻上探討婦女發展及婦女學習需求有關理論外，並依據實際調查所得結論，提出建議，供主管機關及辦理婦女教育之相關機構採行與參考。為達研究目的，本研究採用問卷調查方式進行，並編製「婦女學習需求調查問卷」乙種，分別對參與臺北縣第8屆婦女學苑之學員進行問卷調查，回收之有效問卷共764份。
將調查資料進行統計分析，以次數分配及百分比，分析受試者基本資料；以平均數標準差，敘述臺北縣婦女學員其學習內容、支援系統、學習運用需求情形；以單因子變異數分析，臺北縣不同背景變項婦女學習需求差異的情形；若有顯著性，則進一步作事後多重比較分析。就婦女學習需求的整體趨向，婦女學習內容及學習支援系統、學習應用層面，需求差異進行分析與討論，獲致調查結果與結論。
依據本研究之主要發現，獲致結論如下：
一、婦女對各層面之學習內容，都有高度學習需求，尤以「身心保 健」、「家庭生活管理」為最高，顯現出積極學習之態度。
二、婦女其學習支援系統之需求，整體需求很高，除期待課程費用補助外，對學習訊息提供需求度很高，顯示婦女希望多獲得學習之訊息，以增加參與學習機會。
三、婦女在學習應用需求層面，以個人方面適用程度最高，次為增進家庭改善能力，最後才認為可增進社會參與能力。
四、婦女之年齡與學習需求有關，年齡在31－40歲的婦女其學習需求在整體及各分層面之需求幾乎都最高，而30歲以下婦女之學習需求最低。
五、婦女家庭總收入，與婦女學習內容需求關係不顯著，與學習支援及學習應用需求有顯著關係，收入愈低者，對涉及經費及個人生活層面之需求度愈高
六、婦女之教育程度，與其在學習內容身心保健、家庭生活經營、職能發展方面及學習應用社會參與方面之需求有關，但與學習支援系統需求，並無顯著關係。
七、婦女的婚姻狀況與學習內容需求有關，在休閒人文、家庭生活經營、自我發展、職能發展四個分層面，均有顯著差異，已婚者需求最高，與學習支援系統、學習應用需求，則無顯著關係。
八、子女數多寡，與婦女學習內容之家庭生活經營、職能發展學習需求有關，與學習支援系統、學習應用需求，則無顯著關係。
九. 修習年資與婦女學習需求無明顯關係
十. 就業狀況與婦女學習內容身心保健、職能發展方面學習需求有關，與學習支援系統及學習應用需求，則未有明顯關係
十一.就居住型態而言，與婦女各項學習之需求有明顯關係
基於文獻探討及本研究的發現結果，最後謹對政府主管機關及辦理婦女教育之相關機構提出建議，作為規劃或辦理婦女教育的參考，並指出本研究之限制。
關鍵詞：學習需求、婦女學習、婦女、婦女學苑

關鍵字

學習需求 ； 婦女學習 ； 婦女 ； 婦女學苑

並列摘要

As society constantly changed, the social roles that women played changed accordingly. Nowadays, women long for transcendence or betterment as they follow the progress of social conditions. The researcher has worked as an administrator in governmental social service department and has dedicated to the improvement of women welfare for many years. The women’s classroom, a long-running program held by Taipei County Government, has been warmly welcomed and recognized by its destined participants. However, there has been no evaluation conducted to determine its effectiveness and how it meets the learning needs of women in general. Therefore, the purpose of this study is to explore the learning needs of women. The researcher will seek to do this by taking into account the importance of expanding knowledge base in various areas hence increase social participation. The study will also examine the need for support systems and the application of what has been learned from the program and what it means for the women, which, no doubt in turn would benefit the “women’s classroom” program in planning for future curriculum.
This study aimed at exploring the learning needs of women residing in Taipei County and the co-relations between the variables of their different backgrounds and the learning needs presented. Literature reviews have been conducted to explore relevant theories, combined with results from practical investigation; the researcher attempted to propose feasible suggestions for subjected agencies in considering and/or taking into action. This study surveyed with a self-edit questionnaire of “Women’s Learning Needs”. There were 764 returned questionnaires from those graduates of The Women’s Classroom (2006).
Statistical methods used in this survey included: frequency distribution and percentage to analyze the characterization of its subjects; standard deviation of mean to delineate the learning contents, support systems and the application of what was learned from the program. Also, one-way ANOVA is used to analyze the variations in terms of the learning needs of these respondents. If significance is shown, then further multiple comparisons are carried out.
Conclusions and suggestions of this study are as followed:
1. Women showed high learning needs to all different courses, among them the highest motivated subjects are “physical and mental care” and “management of family living”.
2. Women showed a high demand of support for their study in the community. They not only expected to get subsidy for the courses taken but for the provision of relevant information. It showed that they anticipated in getting more opportunity to take part in social affairs.
3. In terms of the application of what they have learned from the courses, most women stated it was for their personal usage, second most was to improve their family management ability, lastly was to promote social participation.
4. Women’s age is relevant to their learning needs. Women who are in age group 31-40 exhibited the highest in each and every level of needs; women aged under 30, on the other hand, were the lowest in need of learning.
5. The total income of women’s family is not significant in relation to their need in learning contents, but is significantly related to the need for support system and application of what they have learned. The lower the income, the higher the need for fee support and personal living aspect of learning.
6. Women’s level of education is relevant to their needs for different contents of learning, namely “physical and mental care”, “management of family living”, “occupational development”, and in application for social participation. However, it showed no relevance to the need for support system of learning.
7. Women’s marital status is relevant to their needs in learning contents, namely “leisure and liberal studies”, “management of family living”, “self growth and development”, “occupational development”. Married women showed significant relevance in these 4 sub-levels, and yet they showed no significance in relation to support system and application needs.
8. The number of children of these women is relevant to the learning contents of “management of family living” and “occupational development”, and is not significant in relation to support system and application needs.
9. The number of years these women have enrolled in the “women’s classroom” program is not relevant to their learning need.
10. Employment status is relevant to the learning contents of “physical and mental care”, and “occupational development”, and is not significant in relation to support system and application needs.
11. Type of living arrangement of these women is not relevant to any learning need.
Based on the results from literature review and empirical investigation, this study, with certain limitations, provided the directorial government agency and/or private sectors that are in charge of women’s education programs with working suggestions as a reference for future planning.
Key words: Learning need, Women’s learning, Women, Women’s Classroom

並列關鍵字

Learning need ； Women's learning ； Women ； Women's Classroom

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