Research of relationship among self-directed learning readiness, classroom climate and learning satisfaction of adult learners.

• Main Authors: Huang Ming-Yu, 黃明玉
• Other Authors: 蔡培村
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/50129592343824453080

碩士 === 國立高雄師範大學 === 成人教育研究所 === 92 === Abstract The purpose of this study is to discuss the relationship among self-directed learning readiness, classroom climate and learning satisfaction of adult learners of Citizen Seminar in Kaohsiung. To obtain the purpose, this study adopts the method of questionnaire survey. First, this study discuss the theory and references, and then the research uses the tool, “questionnaire on self-directed learning readiness, classroom climate and learning satisfaction of adult learners”. This study takes adult learners in Kaohsiung as population and the effective samples are 548. The collected data is processed with statistics analysis, discuss the relationship of the three variables. According to the findings in this study, achieving the conclusions and provide the suggestions to afford references for informal adult education institution, adult teachers and adult learners. Findings from the analysis are summarized as follow: 1. The adult learners have the higher self-directed learning readiness in this study, especially in “continuous learning”. Comparely, “active learning” isn’t very good. 2. In the aspect of classroom climate, the “teacher’s support” is good, and the “kindness” needs to be enhanced. 3. In the aspect of learning satisfaction, the satisfaction of “self-development” is better. 4. The adult learners who are the elder, married and supported by family have higher self-directed learning readiness, classroom climate. 5. The adult learners who are the elder and married have higher learning achievement satisfaction. 6. The adult learners who have higher self-directed learning readiness, the degree of learning satisfaction will be higher. Besides, the adult learners who are more active in learning, the learning satisfaction will be higher. 7. Active learning, well-companion and teacher’s support in classroom climate, the learning satisfaction is better. And “kindness” in classroom climate can raise learning satisfaction. 8. The adult learners have a better forecast in learning satisfaction in the layer of “kindness” and “teacher’s support” of classroom climate. In addition, the “self-understanding” and “active learning”of self-directed learning readiness have a better forecast in learning satisfaction. The best is especially “kindness”.