A Study on the Environmental Education Service Quality and Satisfaction by Grey Relational Analysis

• Main Authors: Lee Yan-Rong, 李妍蓉
• Other Authors: Lee cheng chung
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/30531098679691223022

碩士 === 大仁科技大學 === 環境管理研究所 === 101 === Environmental education had been considerably emphasized over the years in Taiwan. The purpose of environmental education in schools is to teach students to understand the environmental or ecological issues we face, then have some reflection and review, and be willing to take concrete action to improve the future environment. As, school management toward market-oriented mode is the trend of the times,teaching service quality becomes significantly important. How to make the customers (students) satisfied, and apply the evaluation to improve the quality of teaching had been an important subject. The purposes of this study focus on service quality and overall learning satisfaction of environmental education teaching. Some elementary school second grade students were selected as the study samples, and questionnaires and grey relational analysis were completed. This research questionnaire design based on PZB (1985) quality dimensions proposed by three scholars attempted to find out ten quality attributes of the PZB mode which affect the teaching service quality and overall learning satisfaction by grey relation analysis and verify whether service quality and overall satisfaction are identical constructs, and investigate the relative importance of technical quality and functional quality for service quality and overall satisfaction. Finally, the relative importance of teaching content, teaching equipment and resources, and the teaching service quality for learning overall satisfaction was studied. The results were showed that the effects of the teaching service quality attributes are not all the same. Influence of various quality attributes on overall learning satisfaction is not all the same. Service quality and overall satisfaction in the minds of the students belong to two different constructions. Technical quality and functional quality are equally important for overall learning satisfaction. Influence of teaching content, teaching equipment and resources, and teaching service quality on overall learning satisfaction are not all the same.