| 摘要: | 由於健康飲食的追求、外食的增加及食安問題頻傳，加上健康美食料理、個人烹飪興趣、就業需求和休閒的重視，帶動了美食學習熱潮。政府為整體健全發展，證照制度的建立和多元學習管道的推展，在環境趨勢下，使得烹飪教室或補習班之經營益愈困難。探討參與烹飪補習班學員之需求及其目的，至為重要，研究結果可供業者經營方向及擬定行銷策略參考。本研究旨在了解烹飪補習班學員之學習動機、學習阻礙、參與信念、參與態度和學習成效之現況及其影響關係。本研究採問卷調查方式，以立意抽樣方式蒐集386份有效問卷。收集和統計分析通過描述性統計、獨立樣本t檢驗、單因子變異數分析、卡方檢定、皮爾森相關分析、多元迴歸分析等。主要研究結果如下：
1.不同屬性學員之學習動機、學習阻礙、參與信念、參與態度及學習成效有顯著之差異。
2.高學習動機族群擁有較高的參與信念與參與態度；高激勵措施族群擁有較高的參與信念與參與態度。
3.「學習動機」與「影響因素-激勵措施」，具有顯著正相關；部分「學習動機」與「影響因素-學習阻礙」，具有顯著負相關。
4.「參與信念」與「參與態度」，具顯著正相關。
本研究發現烹飪補習班之學員之學習動機與學習阻礙呈現負相關，但激勵措施可以降低其阻礙，提高學員學習動機，增加學習成效。根據上述研究結果擬定相關的研究建議與經營策略供烹飪補教業者於經營管理上之參考，以達到企業永續經營之目標。
Nowadays, people are inclined to healthy food and enhance the frequency of dining out as well as concerns for food security issues. Besides, people also value healthy food, culinary interest, finding jobs, and recreation; therefore, culinary classes are getting popular. However, culinary cramming schools have difficulty operating since the government has established license system and launched multiple learning channels for the sake of overall aspects. Discussion on students’ need and participating purpose becomes important since the results can provide managers suggestion about operating direction and marketing strategy. This research is discussing about students’ learning motivation, learning barrier, participation in belief, participating attitude and learning outcomes. 386 valid questionnaires were conducted by judgment sampling. Descriptive statistics, independent sample t test, one-way ANOVA, Chi-square test, Pearson analysis and multiple regression analysis have been utilized to analyze data.The conclusions of this research were as following:
1. There is a significant difference between the individual background and learning motivation, learning barrier, participation in belief, participating attitude as well as learning outcomes.
2. For Chi-square test, there is a significant difference between high learning motivation and high participation in belief as well as high participating attitude. There is a significant difference between high incentives and high participation in belief as well as high participating attitude.
3. There is a significant positive relationship between “learning motivation” and “influencing factors - incentives”. There is a partial negative relationship between “learning motivation” and “influencing factors - learning barrier”.
4. There is a significant positive relationship between “participation in belief” and “participating attitude”.
This study finds that there is a negative relationship between learning motivation and learning barrier. Nevertheless, incentives can reduce learning barrier and enhance student’s learning motivation as well as learning outcomes. To achieve the goal of sustainable management, culinary cramming school managers can take this research into consideration. |
