A Comparative Study on Learning Style and Learning Satisfaction from Different Types of Adult Learners

• Main Authors: Chiu Yun-ju, 邱韻洳
• Other Authors: Wang Cheng-yen
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/45582767863983452006

碩士 === 國立高雄師範大學 === 成人教育研究所 === 95 === This study investigates the difference relationship among various learning types of the adult learners. The research methodology mainly adopts questionnaire. Sample is the adult learners currently participating in the class learning and self-learning in Kaohsiung City. Six hundred questionnaires are distributed and the valid response to questionnaires has reached 77%. The main research tools include: “Learning style scale” and “learning satisfaction scale.” SPSS 10.0 for Windows is conducted to compile and analyze the statistics. The conclusion can be as follows: 1. The learning style of adult learners tends to be stable and the adult learners have the satisfaction of learning. 2. Age, occupation and educational background influence adult learners’ learning style, whilst gender does not. 3. Age and educational background influence adult learners’ learning satisfaction, whilst gender and occupation do not. 4. The more obvious the learning style of an independent learner tends to be, the better the learning attitude and independent growing sentiment of the learners will get. 5. The well-educated adult learners with self-learning have obvious learning style, better learning attitude and self-growing. 6. The interaction of learning patterns among gender, age, occupation and education do not influence the learning satisfaction of adult learners. 7. The interaction of learning style between gender and age do not influence the learning satisfaction of adult learners, whilst occupation and education does. 8. Adult learners with reflector style tend to have better sense of self-growing; adult learners with activist style tend to have better learning attitude. Above all, this study proposes some suggestions for the adult educational organization, the adult instructors, the adult learners and the expected researchers. 1. For the adult educational organization : 1-1 Promote the importance of life-long learning and held related courses or lectures. 1-2 Analyze the learning style of the adult learners and offer learning guidance and counseling. 1-3 The designing of the courses and materials should take the needs of the adult learners into consideration. 2. For the adult instructors: 2-1 Create the sense of belongingness and enhance the learning dedication of the adult learner. 2-2 The reality is incorporated into the class activities and offer immediate and constructive solutions. 2-3 Cope with the learning style of adult learners and try to adjust the diversified teaching strategies. 3. For adult learners: 3-1 Understand the learning style of one’s own, in order to increase the learning satisfaction. 3-2 More participation in learning activities is encouraged and, with active and positive attitudes, one is encouraged to face the learning difficulty. 3-3 Empower one’s own learning competency and solidify one’s learning confidence. 4. For the expected researchers: Propose a further study respectively on objects, research variations and methodology.