Study on the Factors Affecting the Learning Satisfaction with International Education Curriculum– Taking the International Education Project for the Senior Students from Some Elementary School as an Example

• Main Authors: Yi-Hsuan Lai, 賴宜璇
• Other Authors: Hsing-Ya Chang
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/f3n2xp

碩士 === 樹德科技大學 === 資訊管理系碩士班 === 103 === In the mainstream of globalization, the impetus of international education is of great urgency. While the Ministry of Education sets the international education for the junior and elementary schools in motion, the importance of incorporating the related issues into the curriculums is especially heeded and preached. In this study, 10 classes of 287 students from an elementary school in Kaohsiung city which implements blend-in teaching for the international education in their computer courses are selected as the objects for the investigation with questionnaires. The data collected by the questionnaires are carefully analyzed. The target of this study is to understand the effects of computer self-effficacy, English proficiency, and system quality on the learning motivation when the blend-in teaching for the international education is implemented. The effect of learning motivation on the learning satisfaction is further investigated. In addition, the personal background of the students, including gender, the ranking of siblings, seniority in using computers or other electronic apparatuses, experience in web browsing with mobile devices, restrictions in using internet by parents, average daily usage time of internet, average weekly usage time of community websites, seniority in speaking English, is discussed according to the differences in the various aspects during the implementation of blend-in teaching for the international education. It is found that the seniority in using computers or other electronic apparatuses can obviously affect the system quality and learning satisfaction in a positive way. The average weekly time use social community sites, there is a significant positive impact on the learning satisfaction. The average daily usage time of internet is a positive key factor to influence the English proficiency. The proposed framework is verified by the apparently positive relations of the computer self-efficacy and system quality to the learning motivation, the English proficiency to the learning motivation, as well as the learning motivation to the overall learning satisfaction. Finally, based on the results of the study, the concrete suggestions are made to the practical teaching as the references for the future researches and curriculum implementations.