A Study on the Relationship Between Learning Environment of Learning Community and Learning Motives- A Case of Study of 3rd to 6th Grades in New Taipei City

• Main Authors: Chiang, Wei-Yen, 蔣為燕
• Other Authors: Ho, Li-Hsing
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/39005456737900815163

碩士 === 中華大學 === 科技管理學系碩士班 === 102 === The study aims to understand the current situation of learning community, learning environment and learning motives in public elementary school 3rd to 6th grade students in New Taipei City. The study analyzes the difference of students with different personal background variables in terms of learning community, learning environment and learning motives. The study adopts questionnaire survey to carry out stratified sampling from the population using 13,437 students of New Taipei City pilot schools in learning community in 2013 with experience in implementing cleaning community classes. A total of 17 public elementary schools and a total of 545 students between 3rd graders and 6th graders are sampled. The total number of questionnaire recovered is 545 with a recovery rate of 100%. The number of valid questionnaires is 510, yielding an availability of 93.58%. The “Elementary School Learning Community, Learning Environment and Learning Motive Questionnaire Survey” is used as the research tool, which data acquired undergoes descriptive statistical analysis, single ANOVA, Scheffe’s method, and Pearson correlation coefficient to yield the following results: 1. The study objects received the highest score on “conversation and reflection” and lowest scores on “democratic participation” in terms of the learning community and learning environment. The objects also show the best performance on “value factor” with respect to learning motives while performing the worst in “execution of volition.” 2. The study objects do not differ due to difference in gender or the social-economic status of family with respect to learning community, learning environment, and learning motives. The study objects from different grades show significant difference in learning community, learning environment and learning motives. The study objects appear in significant positive correlation with respect to learning community, learning environment and learning motives. 3. In other words, the better the construct of learning community and cleaning environment, the higher the learning motive is for students. The study suggests With respect to teachers, teachers need to build a learning ambient that encourages reflection and conversation while building a learning environment that improves the relationship between students and the teacher. Consequently, students will perceive the fund from learning process as well as the attention and valuation from the teacher, which will improve the learning motives in students. With respect to education administration agency: Such organizations need to continue the promotion of learning community for teachers and students, in order to change the students’ learning behavior, improve students’ motives in taking initiative to learn and prevent students from running away from learning.