ZADOVOLJSTVO NASTAVOM POLAZNIKA OSNOVNOŠKOLSKIH I SREDNJOŠKOLSKIH PROGRAMA OBRAZOVANJA ODRASLIH

Cjeloživotno učenje obuhvaća sve oblike namjernog i nenamjernog učenja tijekom cijelog života. Obrazovanje odraslih dio je cjeloživotnog učenja te može biti formalno, neformalno i informalno. Bez obzira na oblik, obrazovanje odraslih svakoj osobi pruža mogućnost razvijanja i usavršavanja vlastitih potencijala. U skladu s tim, nastava u obrazovnim programima treba biti usmjerena na polaznika te uvažavati njegova iskustva i prethodna znanja. Osobe sudjeluju u obrazovanju odraslih potaknute različitim motivacijskim čimbenicima. Dakle, osim dobro organizirane nastave, važnu ulogu u postizanju dobrog obrazovnog postignuća ima i motivacija. Općenito, osobe s visokim razinama intrinzične i nekim oblicima ekstrinzične motivacije češće ostvaruju bolje rezultate te su samopouzdanije i upornije u učenju. U ovom istraživanju se željelo ispitati motivaciju i zadovoljstvo nastavom kod polaznika programa obrazovanja odraslih. Prema rezultatima provedenog istraživanja, samoprocjena motivacije kod ispitanika razlikuje s obzirom na spol, dob, vrstu programa i način financiranja dok statistički značajne razlike nisu pronađene s obzirom na veličinu mjesta stanovanja i vrstu nastave. Što se tiče zadovoljstva nastavom, statistički značajna razlika pronađena je samo s obzirom na vrstu nastave. Dobiveni rezultati su ukazali na značajnu povezanost između motivacije i zadovoljstva nastavom.Lifelong learning includes any form of intentional and unintentional learning throughout one’s lifetime. Adult education is part of the lifelong learning and it can be implemented as formal, unformal and informal. Regardless of the form, within adult education every person has the opportunity to develop and improve their own potential. For this reason, the teaching process in educational programmes needs to be focused on the student’s prior knowledge and experiences. Different factors motivate people to participate in adult education. Therefore, apart from well-organized teaching process, motivation has an important role in accomplishing significant achievement in education. Mostly, individuals with high intrinsic and some forms of extrinsic motivation achieve better outcomes and have more confidence as well as higher persistence in learning. The purpose of this research paper was to examine motivation and student satisfaction in adult education. The results indicated that self-assessment of student motivation differs in relation to gender, age, type of programme and educational financing options while there wasn't significant difference in relation to the place of the residence and the form of the teaching. As for the student satisfaction with teaching process,significant difference was found only in relation to the form of teaching. The results indicated significant correlation between motivation and the student satisfaction with the teaching process