問題導向學習教學模式下學習動機對學習滿意度影響－－以弘光科技大學為例

Problem-Based Learning: The Effect of Learning Motivation on Learning Satisfaction

近年來高等教育期望發展各種不同的教學方式，藉以引發學生的學習動機與創意思考能力。問題導向學習（Problem-based learning, PBL）是以學習者為中心、著重問題解決的教學方法，過去多數文獻探討學習動機對學習滿意度的影響，然而對於著重學習成效的PBL教學法而言，相關的實證研究發展較少。本研究旨在驗證在PBL教學法下學生的學習動機對於學習滿意度之影響。本研究以弘光科技大學104學年度文化創意產業系大學部學生為樣本進行問卷調查，並運用典型相關分析驗證實證資料。本研究結果發現：(1)學生具備學習價值動機與內部動機愈高，愈能增進學習滿意度，特別是在學習價值動機方面；(2)強化學生的外部動機雖能增加學習滿意度，相較於內在動機與學習價值動機而言，外在動機對學習滿意度之影響效果較小。

Institutions of higher education attempts to develop various teaching methods recently for students to induce their skills of learning motivation and creative thinking. Problem-based learning (PBL) is a teaching method focuses on student-centered learning and problem-solving skills. While previous literature examined the impact of learning motivation on learning satisfaction, there is scant empirical evidence on the relationship between learning motivation and learning satisfaction in PBL teaching which emphasize effects of learning. The purpose of this research is to investigate how students’ learning motivation influences on their learning satisfaction using problem-based learning teaching strategy in design and marketing workshop. The data was collected from freshmen in the department of cultural and creative industries at HungKuang University in 2015 by using questionnaires. The study used canonical correlation analysis to verify the hypothesis. The findings show that (1) both task value and intrinsic motivation would facilitate learning satisfaction; (2) extrinsic motivation has a strongly positive influences on learning satisfaction; however, the effect of extrinsic motivation on learning satisfaction is smaller than the effects of task value and intrinsic motivation.