進修英語專班學生學習動機及學習滿意度之問卷研究：以美和進修專校與進修學院應用外語系為例

A Survey of Weekend Program Students' Learning Motivation and Satisfaction of Applied Foreign Languages Department at Meiho Institute of Technology

陳瑾茵(Chin-Yin Chen)

《美和技術學院學報》 26卷2期 (2007/09) Pp. 139-160

https://doi.org/10.7067/JMHIT.200709.0139

摘要

本研究旨在探討社區成人英語教學，以美和進修專校及學院應用外語系為例。其目的在於瞭解美和專校及進修學院應用外語英文系學生學習動機及學習滿意度之情形與幫助了解為何週末班應用外語系學生，於求學學習當中，中途轉系或休學之原因。最後根據研究發現提出具體的建議，作為相關單位參考之依據。 本研究採取問卷調查法，以美和進修專校及進修學院(週末班)應外系94學年第二學期所有學生為對象，有效樣本計122人，研究工具為「我國社區大學學員學習動機」與「台南市社區大學學員滿意度」調查問卷，統計分析獲致下列結論： 一、學生對學習動機看法是以彌補過去所學不足為最強，以參加社團活動為最弱。 二、學習動機取向愈高，則學習滿意度愈高。 三、學生對教師教學滿意最高項目為能以同輩的關係對待同學。 四、學生對行政服務的學習滿意度最高的項目為停車服務。 五、學生對課程內容滿意度最高項目是課程有助於個人追求成長。 六、學生對教師教學、行政服務、課程內容滿意度最低項目依次是:教師能瞭解學生需求、托兒服務、及提供多元的課程供學生選擇。這些項目有可能 是有些學習動機低弱的學生學習中，中途輟學或休學的影響因素。 七、整體學生學習動機，每學生平均得分介於4.79-1.71之間，顯示學生學習動機差異非常大，可解釋為有些學生學習動機低弱，導致中途輟學或休學。 八、基本資料分析中發現學生轉換工作次數: 約50%的學生有轉換工作3次以上。顯示有一些學生可能因轉換工作而導致學習中，中途輟學或休學。 根據上述研究結論，提出以下建議作為相關單位參考之依據： 一、盡量提供多元的課程供學生選擇以因應學生的學習需求。 二、加強行政環境的服務，解決學生學習障礙。 三、提升教師成人教學素養，順應成人學習特性，引發學生學習興趣。

關鍵字

學習動機 ； 學習滿意度 ； 教學 ； 學生

並列摘要

The purposes of this study were to determine which factors influenced students' learning motivation and satisfaction and to explore the reasons why some AFL students dropped out or transferred to another school during the first school year. The participants in this study were weekend program students of Applied Foreign Languages Department (AFL) at Meiho Institute of Technology. The survey was conducted in May, 2005 and 122 questionnaires were collected. Data was analyzed through statistic analysis on a 5-point Likert Scale.
The findings were as follows: first, the higher learning motivation the students have, the higher learning satisfaction they obtained. Second, the range of the average score per student for learning motivation was 4.79-1.71, which meant there was a significant difference in learning motivation among individual students. It may explain why some students with low learning motivation quitted learning during their study. Third, the item (administrative services) with the lowest average score about learning satisfaction implied a lack of multi-function courses for learners to select. That may cause them to suspend their learning. Last, the researcher discovered that around 50% of students had changed their work at least three times. That indicated some students had to quit learning because their work schedule cannot match with the school schedule.
According to the findings above, some suggestions are proposed: first, provide multi-function courses for students to match their specific and individual learning needs. Second, integrate adults' work and living experiences with classroom lessons, and make learning and teaching be interesting and practical. Third, enhance the administrative services and offer students a comfortable and convenient learning environment.

並列關鍵字

learning motivation ； learning satisfaction ； teaching ； students

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