| Summary: | 碩士 === 國立中山大學 === 政治學研究所 === 92 === This research aims at understanding the effects that Ministry of Education implements the Recurrent Education of in-service master programs in every university. Investigate the adult learners from in-service master programs, specially in the learners’ learning motivations, participation barriers and learning satisfactions in order to the reference which carries out the effort as inspecting.
The process of this research： Firstly, investigate the learning motivations, participation barriers and learning satisfactions of in-service master program students. Secondly, understand the relationships between (1)the demographics and learning motivations、participation barriers and learning satisfactions ,and (2) learning motivations、 participation barriers and learning satisfactions. Finally, suggest some advises forward on the policy for Recurrent Education of in-service master programs.
For supporting the above-mentioned purposes, I used questionnaire investigation method to collect the material data. The currently register students are 1278, particularly in 92nd school year, and the effective samples are 337.Describing statistics, exploratory factor analysis, secondary confirmatory factor analysis and path analysis were used to analyze and explain the raw data.
Research tells:
（1）The learning motivations、participation barriers and learning satisfactions are related to certain items of demographics.
（2）The higher learning motivation which in-service master program students have, the more learning satisfaction they get. The participation barrier is higher and the lower learning satisfaction is. The participation barrier can influence the learning satisfaction through the learning motivation, that means the learning motivation is a intervening variable.
The research suggests:
（1） Set up the scholarship of in-service master programs to keep the fair position of the students.
（2） Legislate the paid educational leave.
（3） Strengthen the promotion of educational programs for the expansion of adult learners’ participation.
（4） Redistribute educational resources .
（5） Have the flexible years of studying and set up the transfer systems.
|
|---|
