學習氣氛、目標導向與學習投入對於學習滿意度影響之研究—以某科技大學ERP課程為例

A Study on The Effect of Learning Climate, Goal Orientation and Learning Engagement on Learning Satisfaction: A Case Study Based on ERP Course of A University

黃妙妃(Miao-Fei Huang)

指導教授 ： 陳皆成

健行科技大學/商管學院/資訊管理系碩士班/碩士(2021年)

摘要

本研究主要目的在探討某科技大學以ERP企業資源規劃課程做為研究個案，探討學習氣氛、目標導向與學習投入對於學習滿意度的影響關係，以及瞭解四個變項之間的關聯性。學習滿意度是評估學生在學習過程中能夠達成其願望及需求，並獲得滿足的重要指標。

本研究依據文獻探討的結果做為基礎，建立研究架構及設計問卷，選定某科技大學修讀ERP課程的學生進行問卷調查，以探討學習氣氛、目標導向與學習投入對於學習滿意度之影響，並且探討不同背景的受訪者在各個構面是否存在顯著差異？本研究總共蒐集到147份有效問卷，透過SPSS統計軟體，進行皮爾森相關分析、迴歸分析及ANOVA差異分析。

研究結果顯示：(1)大部分的修課學生對於ERP課程的「學習滿意度」有達到滿意與認同。(2)修課學生的「學習氣氛」及「目標導向」會顯著的正向影響「學習投入」。(3)修課學生的「學習氣氛」及「目標導向」，會顯著的正向影響「學習滿意度」。(4)不同背景的受訪者，對於學習氣氛、目標導向、學習投入、學習滿意度，有部分存在顯著差異。本研究成果可以提供學校教學單位及教學者參考，增進課堂上的學習氣氛，適時引領學生設立學習目標，提高學生對課程活動主動參與之意願，遇到瓶頸時不會退縮，在學習活動中，能找出因應對策並解決問題；課程表現中也能更加投入，如此可以有效的提升教學品質及學習者的學習滿意度。

關鍵字

學習氣氛 ； 目標導向 ； 學習投入 ； 學習滿意度

並列摘要

The main purpose of this study is to investigate the mutual influence of learning atmosphere, goal orientation, and learning engagement on learning satisfaction and to understand the relationship between the four variables in an ERP enterprise resource planning course at a technological university. Learning satisfaction is an important indicator to assess how well students are able to achieve their aspirations and needs and be satisfied in the learning process.

Based on the results of the literature, this study established a research framework and designed a questionnaire to investigate the influence of learning atmosphere, goal orientation, and learning engagement on learning satisfaction among students enrolled in ERP courses at a university of science and technology, and to investigate whether there are significant differences among respondents from different backgrounds in various dimensions. A total of 147 valid questionnaires were collected, and Pearson's correlation analysis, regression analysis, and ANOVA analysis of variance were conducted through SPSS statistical software.

The results reveal the facts that: (1) Most of the students were satisfied and agreed with the "learning satisfaction" of the ERP course. (2) The "learning atmosphere" and "goal orientation" of the respondents (ERP students) had a significant positive impact on "learning engagement". (3) The "learning atmosphere" and "goal orientation" of the respondents (ERP students) significantly and positively influenced "learning satisfaction". (4) There were some significant differences in learning atmosphere, goal orientation, learning engagement, and learning satisfaction among respondents from different backgrounds. The results of this study can be used as a reference for school teaching units and instructors to improve the learning atmosphere in the classroom, to guide students to set learning goals in a timely manner, to increase students' willingness to actively participate in course activities, not to retreat when they encounter bottlenecks, to find solutions to problems in learning activities, and to become more engaged in course performance, which can effectively improve the quality of teaching and learners' learning satisfaction.

並列關鍵字

Learning Climate ； Goal Orientation ； Learning Engagement ； Learning Satisfaction

參考文獻

中文部分

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