不同類別補教行業對於學生學習滿意義之影響

近年來，補教行業於全台迅速發展，已成教育領域重要之組成。補教服務多樣化也顯著影響學生學習滿意度，但相關研究有限。本研究專注於個人指導與集體式教學兩大模式，探討它們如何影響學習滿意度，並分析學習動機、修課經驗與學習態度，旨在提供洞見以優化教學品質及學習體驗。
本研究將探討個別化補教模式與大班級補教模式對學習滿意度的影響。
透過問卷調查法收集數據，本研究將自變數定義為補習班模式，中介變數包括上課經驗與學習態度，依變數則為學習滿意度。透過量化分析，本研究旨在深入瞭解個人指導與大班級指導如何影響學生的學習成效與偏好。
本研究預期將揭示個人指導與大班級指導對學生學習滿意度的差異，並探討學習動機、上課經驗和學習態度在選擇補教模式過程中的作用。結果顯示，個人指導模式相較於大班級教學，能更有效提升學生的學習滿意度，特別是在學習動機和修課經驗方面。本研究為補教機構提供改善教學策略的參考，並為教育政策制定者提供實證依據。

In recent years, the tutoring industry in Taiwan has rapidly developed and become a significant component of the educational sector. The diversification of tutoring services has notably influenced student learning satisfaction, although related research is limited. This study focuses on two major modes of instruction: individual tutoring and group instruction. It explores how these affect learning satisfaction and analyzes learning motivation, course experience, and learning attitudes, aiming to provide insights to optimize teaching quality and learning experiences.
This research will address the following questions of The impacts of individualized tutoring and large class tutoring on learning satisfaction.
Data will be collected through a survey method, defining the independent variable as the tutoring mode, with mediating variables including class experience and learning attitudes, and the dependent variable as learning satisfaction. Through quantitative analysis, this study aims to deepen the understanding of how individual instruction and large class instruction affect students' learning outcomes and preferences.
This research is expected to reveal the differences in learning satisfaction between individual instruction and large class instruction and to explore the roles of learning motivation, class experience, and learning attitudes in the process of choosing a tutoring mode. The results show that individual tutoring modes can more effectively enhance students' learning satisfaction, particularly in terms of learning motivation and course experience. This study provides empirical suggestions for tutoring institutions to improve teaching strategies and offers evidence-based insights for educational policy makers.