Extending the Importance-Performance and Gap Analysis Model to Explore Service-Learning in Junior High Schools

• Main Authors: KUO,WEN-HSIN, 郭文炘
• Other Authors: CHEN,TUNG-LIANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/89424319267740382481

碩士 === 中華大學 === 科技管理學系 === 104 === Service-learning will be brought in enrollment ratio order of 12-year Compulsory Education so service-learning will be an education policy in Taiwan. Look forward to offer students actualy participate service experience to support or enhance the work of local agencies by service-learning. Emphasis on character education and civic literacy to enhance the social responsibility goals. The research probes the differences between teachers and students in regard to the importance of service-learning in Taichung city. We design“the questionnaire of service -learning degree of attention and satisfaction between teachers and students to gather relevant information”. We distinguish it to “social requirement”, “self-identity”, “reflection feedback” and “socoal concern” four divisions. Estimate the significance and satisfaction of service-learning through teachers and students. Besides, extending the Importance-Performance and Gap Analysis Model to Explore the Service-Learning in Junior High School to provide educational institutions for students in service-learning activities with the amended review. In this study, we collect data by using questionnaire survey. There are 150 copies for teachers and get 145 effective recovery. The effective rate is 96.67%. We provided 623 copies to students and got 588 effective recovery. The effective rate is 94.38%. After counting and analysising the deta we collected, we got the following results. 1.Teachers obviously pay more attention to the degree of importance in terms of service-learning than students do. 2.Teachers and students have the same ordering to the degree of importance in terms of service-learning. The order of the average form top to the bottom is “reflection feedback”, “social requirement”, “self-identity”, and “social concern” . 3.Students in different backgrounds have different reflections. For example, students in 8th grade and students in large school pay much attention to service-learning. They get more satisfaction on it , too. 4.Apply the important - Performance Gap Analysis (IPGA) Mode of service-learning projects to improve items which need to be improved. There are 13 items which need to be improved fall on strengthened region, three items are from “reflection feedback”,four items come from “self-identity”, four items come from “socoal concern”, two items are from “social requirement”. Basing on the results of the analysis in this study, we will formulate the relative improvement to provide services to promote the development of service-learning to make it an effectives learning.