| Summary: | 碩士 === 大仁科技大學 === 休閒事業管理研究所 === 100 === Students in the daytime program at technological universities in southern Taiwan are the research subjects in this study, which seeks to explore the current conditions of university students’ learning motivation before undergoing experiential education courses and learning achievements after undergoing the courses, as well as correlation between the two. The research tools in this study are the experiential education course learning motivation scale and the experiential education course learning achievements scale. Census sampling was conducted in the second half of May 2012. 250 questionnaires on learning motivation were issued, and 240 valid questionnaires were collected, for a valid return rate of 96%. 250 questionnaires on learning achievements were issued, and 233 were collected, for a valid return rate of 93%. Statistical analysis of the questionnaire data was conducted using SPSS16.0 for Windows, in which methods such as independent T-test, one-way ANOVA, and Pearson correlation coefficient were used. The following research results were elicited after discussion and analysis:
1.Learning motivation in experiential education courses:
(1)University students of different genders reach the level of significant difference in terms of academic value factors.
(2)University students of different club experiences reach the level of significant difference in terms of self-efficacy factors and academic value factors.
(3)University students of different blood types reach the level of significant difference in terms of academic value factors.
(4)University students of different birth orders reach the level of significant difference in terms of learning motivation.
(5)University students of different household total monthly incomes reach the level of significant difference in terms of learning motivation.
2.Learning achievements in experiential education courses:
(1)University students of different genders do not reach the level of significant difference in the dimensions of learning achievements.
(2)University students of different club experiences reach the level of significant difference in terms of self-perception, expression, and communication factors.
(3)University students of different blood types reach the level of significant difference in terms of self-perception, mutual assistance and cooperation, and factors of eliminating interpersonal barriers.
(4)University students of different birth orders do not reach the level of significant difference in the dimensions of learning achievements.
(5)University students of different household total monthly incomes reach the level of significant difference in terms of factors of eliminating interpersonal barriers.
3.There is a significant positive correlation between the total scores of learning motivation factors and learning achievements factors in experiential education courses.
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