我國國民補習學校班級氣氛及其與成人學生學習行為關係之研究

The Study of Adult Classroom Climate and the Relationship between That and Adult Students' Learning Behavior

本研究旨在探討我國國民補習學校班級氣氛的現況，及其與學生學習行為之關係，以供改善國民補習學校學習環境，增進學生學習成效之參考。為達上述之目的，首先，經由文獻探討，分析班級氣氛的理論及相關實徵研究，並探究我國國民補習學挍的辦理現況，做為本研究設計之參考；其次，發展所需之研究工具「國民補習學校班級氣氛與學生學習行為調查問卷」，進行實徵調查，並輔以實地觀察與訪談，以搜集有關資料。本研究以全台灣地區國民中、小學附設補習學校學生為研究對象，採「分層叢集抽樣」的方法，選取所需樣本，計得有效樣本人數為1,856人。本研究調查所得資料，經平均數、標準差、百分比、t考驗、單因子重複量數變異數分析、多變項變異數分析、單變項變異數分析、薛賈氏事後多重比較法、皮爾森積差相關及逐步多元迴歸分析等統計方法加以處理後，獲下列五項結論：一、國小補校的班級氣氛較「人際關係」導向，其人際互動以師生間的互動為主，學生對學習活動的投入與滿意度較高；在工作導向方面，強調班級團體目標的達成；強調學習活動的安排要有組織、有系統，絡構性較高。二、國中補校班級氣氛較偏重「人際關係」，尤以師生間的社會互動為主，在工作導向方面，較強調班級團體工作目標的達成。三、國民補習學校之班級氣氛因學校類型的不同而異，且國小補校在投入、親和、教師支持、工作導向、個人目標達成、組織與明確性及學生影響等班級氣氛層面上的得分均比國中補校的高。四、不同學校所在地、不同班級規模之國小補校與國中補校的班級氣氛，沒有顯著差異。就年級間的差異而言，國小補校各年級的班級氣氛，沒有顯著差異。國中補校三個年級間的班級氣氛，也沒不同。而國小補校高級部一、二年級對班級氣氛的七個層面之重視程度，分別比國中補校各年級高。五、國民補習學校學生所知覺之班級氣氛對其學習行為具有預測力。其中，國小補校學生所知覺之班級氣氛對其學習行為的預測效果較佳。且在班級氣氛的七個層面中，以「組織與明確性」氣氛對國中、小補校學生之學習行為各層面的預測力最大。針對上述之研究結論，試提建議，以供國民補習教育行政、補校教師、學生及後續相關研究的參考：一、對補校教育行政上的建議：在教學上，賦與補校教師較多的自主權。二、對補校教師的建議：（一）正視成人學生同儕文化對班級教學的影響（二）建立合作、平等、支持性的師生關係

It's generally agreed that the social environment can exert an influence on human behavior. Therefore, the purpose of the study was: (1)to realize the condition of the classroom climate in Adult Basic Education settings in Taiwan area; (2)to examine the relationship between adult students' perceptions toward classroom climate and their learning behavior. To this end, the questionnaire, Adult Classroom Environment Scale (ACES) and Learning Behavior Scale, was developed. With a stratified cluster sampling technique, the instructment was administrated to 1,856 adult students, including 728 adult students in supplementary schools at primary school level ard 1,128 adult students in supplementary schools at junior secondary school level in Taiwan area. By statistical analyses of means, t-test, Oneway ANOVA, MANOVA, Scheffe method, Pearson Correlation, and Stepwise Multiple Regression, the major findings were: (1)All grades in the seven dimensions of the adult classroom climate, in supplementary schools at primary school level were higher than those in supplementary schools at primary school level. (2)Except type of schools, there were no significant differences in adult classroom climate grouped by grade, class size, and the location of school. (3)With gender, age, grade,education and class size controlled, the students' perceptions of classroom climate can predict adult students' learning bebavior. (4)Among the seven dimensions of dassroom climate, "Organization And Clarity" is the most predictive one. Based upon the findings mentioned above, recommendations for educatioal administration, practitioners, and adult students in Adult Basic Education were discussed, and suggestions for further research were also presented at the final.