The Relationship between Learning Motivation and Satisfaction about the On-The-Job Students of Master's Degree in Ecological and Recreational Education in National Pingtung University

• Main Authors: LIN, HSING-NIEN, 林倖年
• Other Authors: TU, JUI-HUNG
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/h72jwy

碩士 === 國立屏東大學 === 生態休閒教育教學碩士學位學程 === 104 === This study examined the relationship between learning motivation and satisfaction about the on-the-job students of Master's degree in Ecological and Recreational Education in National Pingtung University. In order to achieve the goal of this study, the researcher undertook a questionnaire survey by selecting the on-the-job students of MA in Ecological and Recreational Education in National Pingtung University as the objects of this study. The researcher received 124 valid samples, and used statistical tests which included descriptive statistics, t-test, one-way analysis of variance, and Pearson's correlation for data analysis. The results are listed as follows: A. Among the elements of learning motivation, “interest of learning” was the highest scored, and “avoidance or stimulation” was the lowest. B. Among the elements of learning satisfaction, “interpersonal relation” was the highest scored and “administrative services” was the lowest. C. Different age of the students displayed a significant difference in the elements of learning motivation among “career progression”, “avoidance or stimulation”, and “external expectations”. In the above elements of learning motivation, young students’ learning motivation was higher than aged students. D. Different gender of the students displayed a significant difference in the elements of learning satisfaction among “teacher teaching”, “learning outcomes”, and “administrative services”. In the above elements of learning satisfaction, male students’ learning satisfaction was higher than female students. E. Different age of the students displayed a significant difference in the elements of learning satisfaction among “teacher teaching”, “curriculum content”, “administrative services”, and “learning environment”. In the above elements of learning satisfaction, aged students’ learning satisfaction was higher than young students. F. Different admission time of the students displayed a significant difference in the elements of learning satisfaction among “administrative services”. Learning satisfaction of the students who enrolled in 2008 and 2012 was higher than in 2013 and 2014. G. The final results demonstrated a positive correlation between learning motivation and learning satisfaction.