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A Study of the Factors that Influence Learning Effectiveness - An Analysis of the Training Project about the Subsidiary Skill for Farmers and Fishermen
In order to play a more useful role in modern soclety, adult have to be able to absorb new knowledge continuously. However, because they have already finished formal education, it is important for them to participate in vocational training, especially for the under-educated farmers and fishermen. This study is based on the project about the subsidiary skill for farmers and fishemen which examlnes the factors that in-fluence the effectiveness of vocational training. Using adult learning theory as a basis, we attempt to find out the motivation of participants, the teaching style, the currlculum deslgn, the learning of participants and the learnlng effec-tiveness of the training, and also the causal relationship of those factors. One would hope that the findings can provide some suggestions for improving the training programs.
The results of the research revealed, that although the participants showed weak learning motivation, however, the majohty fully partlcipated. Although the participants had positive comment regarding the teaching style and curriculum design, it was also indicated that "the total training period ", "the adjustment of curriculum content" and "the supporting equipment" had to be improved. The effectiveness is not good enough, because only 12% of participants are able to utilize the new skills to find additional employment.
Analysis of variance showed that participants with different skills had different learning motivation, learning and learning effectiveness, also had different satlsfaction of teaching skill, varying curriculum adjustment and utility of the curriculum. The participants of make-up skill were more satisfied with teaching skill, curriculum adjustment and the utility of the curriculum, the participants of plumbing and electric skill had higher motivation, learnlng and learning effectiveness.
Path analysis showed that learning motivation and curriculum design had both of positive and significant ifluence on learning. Learning motivation. teaching style and learning had positive and significant influence on learning effectiveness, too.
The result highlinghts that learning motivation, teaching style, curriculum design and learning are all important factors that influence learning effectiveness. Therefore, we suggest that the agencies that develop the programs should encourage only those whose motivation is congruous with the training objectives, and offer the suitable training period and supply enough learning materials. If the teachers, based on the need of participants, can adjust their curriculum content, then they can induce the learning of the participants and therefore improve learning effectiveness.
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