The purpose of this study was to discuss the relationship among music learning motivation and learning satisfaction of the Elderly at Active Ageing Learning Center
in Taipei City, New Taipei City and Keelung. This study adopted the method of questionnaire survey, by using the researcher-developed “Questionnaire of the Elderly
music learning motivation and learning satisfaction”, which consisted of three parts. The first part was basic information, the second part was learning motivation scale,
and the third part was learning satisfaction scale. Subjects were the Elderly who is more than 55 years old and took the music course at Active Ageing Learning Center in Taipei City, New Taipei City and Keelung. A total of 625 questionnaires were sent using the non-random purposive sampling method, of which 521 were valid questionnaires, and the effective recovery rate was 83.3%. The collected data adopted descriptive statistics, t-test, one-way ANOVA and Pearson product-moment correlation for data processing and analyzing.
The conclusions of this study were as follows:
1. The learning motivation of the Elderly on music course at
Active Ageing Learning Center in Taipei City, New Taipei
City and Keelung, the cognitive interest dimension
demonstrated the highest score, the family togetherness
dimension demonstrated the lowest score. The Elderly of
different music course categories, the age, the degree of
education, and the marital status was significantly
different in learning motivation aspect.
2. The learning satisfaction of the Elderly on music course
at Active Ageing Learning Center in Taipei City, New
Taipei City and Keelung, the teaching of teachers
dimension demonstrated the highest score, the quality of
course dimension demonstrated the lowest score. The
Elderly of different music course categories was
significantly different in learning satisfaction aspect.
3. The learning motivation and learning satisfaction of the
Elderly on music course at Active Ageing Learning Center
in Taipei City, New Taipei City and Keelung showed a
significant and positive correlation, where the cognitive
interest dimension had the highest correlation with
overall learning satisfaction, and the family
togetherness had the lowest correlation with the teaching
of teachers dimension.