成人學習者學習動機與學習偏好關係之研究--以雲林縣社區大學為例

A Study of the Relationship between Adult Learners' Motives and Learning Preferences - A Case Study of Yunlin County Community College Students

張博文(Bo-Wen Chang)

指導教授 ： 黃錦山

國立中正大學/教育學院/成人及繼續教育學系/碩士(2015年)

摘要

本研究主要是探討成人學習者學習動機與學習偏好關係之研究以雲林縣社區大學學員為例，透過問卷設計的調查及統計分析的結果，從中了解成人學習者學習動機與學習偏好是否有關係存在，藉此提出相關的結論與建議。以作為相關單位參考依據。
為了達上述研究目的，本研究採問卷調查法進行研究，以民國102年參與雲林縣社區大學第一學期上課之的學員，為施測對象，自行編製之「成人學習者學習動機與學習偏好之相關研究調查表」，為研究工具，共計發出400份問卷，有效問卷為359份，將蒐集調查問卷的資料加以統計分析後
本研究的結論及建議如下：
壹、結論
　一、成人學習者學習動機以「求知動機」最高，最小的則為「職場動機」。
　二、成人學習者學習偏好以「社會偏好」最高，最小的則為「生理偏好」。
　三、「60歲以上」、「自主性社團課程」與「生活藝能課程」，之成人學習
　　　　者有較強的學習動機。
　四、「男性」、「60歲以上」、「生活藝能課程」、「農業」之成人學習者有較
　　　　強的學習偏好。
　五、成人學習者學習動機與學習偏好有顯著正相關。
貳、建議
一、對成人教育機構的建議
（一） 多啟發個人學習動機，培養正確的學習觀念與態度。
（二） 了解自己的學習偏好，提升學習意願與學習樂趣。
（三） 針對不同年齡及不同的學習課程的成人學習者應規劃合適的學習課程，提昇成人學習者的學習動機。
（四） 主辦單位應重視成人學習者的學習偏好,以增加學員學習意願與樂趣。
（五） 主辦單位應以成人學習者的角度,提供學員學習環境,以增加學員學習意願與樂趣。
二、對成人學習者之建議
（一）、對成人學習者參與社區大學課程之建議。
（二）、成人學習者應多參與學習活動。
三、對未來研究的建議:
（一） 研究方法方面：建議未來的研究者能輔以訪談、參與觀察⋯等質性研究。
（二） 研究對象方面：能擴大研究範圍，以增加研究結果的有效性。
（三） 研究變項方面：未來進行相關研究時應增加其他變項進行探討，如
　　　 學習者的婚姻狀況，學習者的居住地等。
（四） 研究工具方面：今後的相關研究可以繼續驗證其信度、效度，或編製
　　　 更易填答的問卷，使研究工具更趨向完善。

關鍵字

學習動機 ； 雲林縣社區大學 ； 成人學習者 ； 學習偏好

並列摘要

The purpose of this study is to investigate the relationship between adult learners' motives and learning preferences, with Yunlin County Community College students as the objects, through questionnaire survey and statistical analysis to learn whether there is a relationship between adult learners' motives and learning preferences, and thereby make relevant conclusions and suggestions as a reference for relevant units.
In order to achieve the above purpose, this study adopted a questionnaire survey method with the first-semester students of Yunlin County Community College in 2013 as the objects of study. A "Questionnaire for Research of the Relationship between Adult Learners' Motives and Learning Preferences" prepared by this study was used as a research tool. Totally 400 questionnaires were issued, and 359 valid questionnaires were received. After a statistical analysis of the information from the questionnaires, the conclusions and recommendations of this study are as follows:
I. Conclusion
1. Among the adult learners’ motives, "knowledge motive" has the highest percentage and "workplace motive" has the lowest percentage.
2. Among the adult learners’ preferences, "social preference" has the highest percentage and "physiological preference" has the lowest percentage.
3. Adults "over 60 years old" and those who participated in "autonomous group courses" and "living arts courses" have a stronger motive to learn.
4. "Male", "over 60 years old", "living arts courses" and "agricultural" adult learners have stronger learning preferences.
5. There is a significant positive correlation between adult learners’ motives and learning preferences.
II. Suggestions
1. Suggestions to adult education institutions
(1) Inspire the motivation for personal learning, and develop the correct idea and attitude about learning.
(2) Understand learning preferences, and increase the willingness to learn and the fun in learning.
(3) Appropriate curriculum should be planned for adult learners of different ages and different learning courses to improve adult learners’ motivation.
(4) The organizer should pay attention to the learning preferences of adult learners to increase students’ willingness to learn and the fun in learning.
(5) The organizer should from adult learners’ angle provide students with a learning environment to increase students’ willingness to learn and the fun in learning.
2. Suggestions to adult learners
(1) Suggestions to adult learners on taking community college curriculum
(2) Adult learners should more actively participate in learning activities
3. Suggestions for future research:
(1) Research method: We suggest future researchers to supplement their research with interviews, observations and other qualitative methods.
(2) Objects of study: Expand the scope of research to increase the effectiveness of research results.
(3) Research variables: Other variables should be added in related research in the future, such as learners’ marital status and places of residence.
(4) Research tools: Future researchers can continue to verify the reliability and validity, or prepare easier questionnaires to make research tools more complete.

並列關鍵字

Learning motive ； Yunlin County Community College ； Adult learner ； Learning preference

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