樂齡大學學員人際關係、知覺教師教學型態與學習成效之研究

Abstract

本研究旨在探究樂齡大學學員人際關係、知覺教師教學型態與學習成效之關係，主要研究目的有四：一、瞭解樂齡大學學員人際關係、知覺教師教學型態與和學習成效之現況。二、分析不同背景變項之樂齡大學學員在人際關係、知覺教師教學型態與學習成效之差異情形。三、探討樂齡大學學員的人際關係與知覺教師教學型態對學習成效的之預測力。四、綜合研究結果，提供建議予相關單位與未來相關研究之參考。 本研究採問卷調查法，以2013年度參與樂齡大學的高齡學員為研究對象，以自編調查問卷「樂齡大學學員人際關係、知覺教師教學型態與學習成效問卷」作為研究調查工具，共發放524份，回收有效問卷337份，有效回收率為64.3%。 統計資料分析結果歸納出下列研究結論： 一、樂齡大學學員呈現中上程度的人際關係。 二、樂齡大學學員對教師教學型態有中上程度的知覺感受。 三、樂齡大學學員呈現高上程度的學習成效。 四、樂齡大學學員之人際關係不會因為性別、年齡、教育程度、退休前職業而有所差異。 五、樂齡大學學員對教師教學習型態的知覺感受會因為教育程度的不同而有顯著差異。 六、樂齡大學學員之學習成效會因為退休前職業的不同而有顯著差異。 七、樂齡大學學員的人際關係、教師教學型態與學習成效之整體層面皆呈正相關。 八、樂齡大學學員之人際關係與知覺教師教學型態對其學習成效的預測程度，最具有預測力的是「學習者中心型」、其次是「同儕關係」、再其次是「師生關係」、最後是「折衷型」。

根據上述的研究結論，本研究分別對政府相關部門、樂齡大學辦理單位、樂齡大學的教師、樂齡大學的學員及後續研究提出建議以供參考。This study aimed to explore the connection between the relationships of students of senior university, the perceptions of teaching patterns, and the learning outcomes. There are four main purposes: First, to understand the current status of the relationships between students of senior university, the perceptions of teaching patterns, and the learning outcomes. Second, we will analyze how variables of different backgrounds affect the differences of the relationships between students of senior university, the perceptions of teaching patterns, and the learning outcomes. Third, we will investigate the predictive power of the relationships between students of senior university and the perceptions of teaching patterns against the learning outcomes. Fourth, based on the results of this comprehensive study, we will provide suggestions to related facilities and reference for future researches. This study use questionnaires targeting students involving in 2013 as research materials. We use “a questionnaire researching the relationships between students of senior university, the perceptions of teaching patterns, and the learning outcomes” as research materials.We delivered 524 questionnaires in total; 337 valid questionnaires were retrieved; the effective rate was 64.3%. The statistical data analysis results in following conclusions: 1. The interpersonal relationships of senior universities are at a high level. 2. The perceptions of senior universities on teaching patterns are at a high level. 3. The learning outcome of students of senior universities is at a higher level. 4. Gender, age, education level, and occupation before retirement of senior universities students will not cause differences in interpersonal relationship. 5. The education level of senior universities students will not influence the perception on teaching patterns. 6. Occupations before retirement of senior universities students will not cause significant difference in learning outcome. 7. The overall level of relationships between students of senior university, the perceptions of teaching patterns, and the learning outcomes are positively correlated. 8. Based on the predictability, the predictive level of senior universities students’ interpersonal relationship and perceptions of teaching patterns on learning outcome can be sequenced in the order of “learner-centered model”, “interpersonal relationship”, “relationship between teachers and students”, “eclectic model”. According to the research findings, this study will provide suggestions to relevant government departments, handling units of universities, teachers and students of senior universities, and other follow-up researches for future reference.