Research on Adult Learning Motivation, Learning Investment and Learning Effects in Taiwan and Fujian Area

• Main Authors: Chen, Li-Jie, 陳俐潔
• Other Authors: Li, Ai-Tzu
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/99158927302382349348

碩士 === 國立中正大學 === 成人及繼續教育研究所 === 103 === Aimed at the relevant research on the learning motivation, investments and learning effects of nonformal adult learning in Taiwan and Fujian Area, this study used the “2008 Adult Education Report of Taiwan and Fujian Area” statistics as basis to conduct sample filtering and analysis according to the aims of the study. Using the Chinese version SPSS20.0 software, methods such as Descriptive Statistics, Independent Sample t tests, One-way Analysis of Variance, Two-way Analysis of Variance, Multi factor Regression Method andLogistic Regression were used to conduct statistical analysis, after which research results were organized and suggestions were proposed. Conclusions of the study were as follows: 1. The average learning investment for adult learning in Taiwan and Fujian Areas is $11418.70 with 124.52 hours of learning time. Satisfaction level of nonformal adult education in Taiwan and Fujian Areas is above average. 95.54% are of the opinion that the courses are beneficial, primarily in the areas of enrichment and development. 2. The main motive of nonformal learning for adults in Taiwan and Fujian Areas is for career progression. 3. Differences in gender, generation, education level, annual income, and participation motives reflect significant differences in learning costs while different generations and education level also reflect differences in learning time. 4. Different genders, generations, annual income, and participation motives show a substantial disparity in satisfaction level. 5. Different genders and participation motives also affect significant difference in perception of usefulness of course. 6. Different genders, generations, education levels, annual incomes, professions, and participation motives reflect substantial differences in perception of the areas of usefulness. Learning investments for nonformal learning offers significant prediction for learning satisfaction, learning time and primary useful areas. 7. Different backgrounds and learning motives have a mutual interaction effect on the learning investments and learning satisfaction of nonformal learning. Lastly, based on the research conclusions, specific suggestions are proposed for nonformal learning organizations, learners and future researchers.