| Summary: | 碩士 === 國立臺灣師範大學 === 社會教育與文化行政碩士學位在職專班 === 96 === The present study aims to investigate the relationship between campus experiences and learning effectiveness among adult students of recurrent education in higher education. We expect to reveal through this study the influence the personal factors may cause in this relationship. Based on the result, we have pursued further study on the predictability of campus experiences to learning effectiveness.
The study subjects are adult students who enroll in the division of continuing education at the studied university. We have designed a questionnaire to obtain the information pertaining to the objective of the present study. The questionnaire contains three parts: campus experiences, learning effectiveness, and personal factors. The data obtained have been analyzed by the descriptive statistics, t test, one-way ANOVA, Pearson correlation and multiple regression. The conclusions are summarized as following:
1. Concerning the campus experiences, the valuing of learning goals receives the highest score; the comprehensive reception of campus environment is placed in the middle, the reception of learning support system receives the lowest score. Generally, the study subjects tend to agree with these three dimensions.
2. Concerning the learning effectiveness, the satisfaction of learning programs receives a higher score while the behavioral change after learning receives a lower score, but the study subjects have the tendency to agree with both of them.
3. The campus experiences among adult students differ significantly by the personal factors of gender, age, collegial group, marital status and family supportability.
4. The learning effectiveness among adult students differs significantly by the personal factors of gender, age, degree system, marital status and family supportability.
5. The Pearson correlation between campus experience and learning effectiveness among adult students performs highly significant positive correlation.
6. The learning effectiveness can be predicted by the dimensions of campus experiences significantly. The reception of learning support system is the most powerful, the valuing of learning goals is placed in the middle, and the comprehensive reception of campus environment is the weakest.
Based on our study, we have proposed some suggestions for government agencies supervising the recurrent education in higher education, for the studied university as well as for the adult students in view of elevating adult students’ learning effectiveness.
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