跳到主要內容

臺灣博碩士論文加值系統

(44.220.44.148) 您好!臺灣時間:2024/06/21 15:51
字體大小: 字級放大   字級縮小   預設字形  
回查詢結果 :::

詳目顯示

: 
twitterline
研究生:梁玲瑜
研究生(外文):Lin-yu Liang
論文名稱:城區與郊區之國中生英語基測成績的差異-以台南市為例
論文名稱(外文):Urban-Rural Differences on the Scores of BasicCompetence Test for Junior High School Studentsin Tainan City
指導教授:劉淑楨劉淑楨引用關係
指導教授(外文):Shu-chen Liu
學位類別:碩士
校院名稱:立德大學
系所名稱:應用英語研究所
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2011
畢業學年度:99
語文別:英文
論文頁數:68
中文關鍵詞:學習成就城區郊區差異英語學習
外文關鍵詞:Learning AchievementEnglish LearningUptown-Downtown Difference
相關次數:
  • 被引用被引用:1
  • 點閱點閱:259
  • 評分評分:
  • 下載下載:12
  • 收藏至我的研究室書目清單書目收藏:2
本研究主要在調查臺南市市區的學生和郊區學生之間的基本學力測驗英語成績
以量化的研究方法來研究。受測者總共144位,其中包括學者,教育官員,國中校
長,教務主任和學生家長。本研究使用「國中學生基測問卷」。本研究採用臺南市
2009年基測英語成績3000個樣本以審查各項因素。利用敘述性統計及逐步多元回
歸分析法分析研究問題。研究結果如下:
一、在基測英語科成績上,臺南市的國中學生有顯著的城、郊區差異。
二、學生個人的努力能有效預測學生的基測英語科成績。特別是學生的努力
不足分別是郊區及全市學生表現不良的首要原因。
三、家庭背景能有效預測市區學生的基測英語科成績。
四、臺南市國中學生基測英語成績市區及郊區的差異歸因於家庭背景。在市
區家庭支持是提高學生的基測英語成績的主要因素。
本研究發現在市區有較優越家庭背景的學生在基測英語成績會有更好的表現,
而郊區的學生並沒有這樣的支持因素。至於學生的個人努力,城、郊區的差異只
有在學生努力不足時才會出現。教學上建議老師在學會英語上試圖促進學生的興
趣以便增加學生的學習的努力和成就。
This study aimed at investigating the BCT (Basic Competence Test) English
achievement between uptown students and downtown students in Tainan city. The
quantitative research method was implemented. A total of 144 scholars, education
officials, junior high school principals, directors of academic affairs and parents
participated in this survey. The instrument “Junior High School Student’s BCT
Questionnaire” was used in this study. 3000 samples of the BCT English scores of Tainan
city in 2009 are adopted to examine the various factors. Descriptive statistics and
stepwise multiple regression analysis were conducted to analyze the research questions.
The results of the study were summarized as follows:
Firstly, there was a significant uptown-downtown difference on the BCT English
achievement for junior high school students in Tainan city. Secondly, student’s personal
effort was significantly predicted student’s BCT English achievement. Especially,
student’s insufficient effort was the chief reason for inferior performance in uptown
districts and citywide comparison respectively. Thirdly, family background was strongly
predicted student’s BCT English achievement in downtown districts of Tainan city.
Finally, the uptown-downtown difference of BCT English achievement among junior
high school students in Tainan city was attributed to family background. Family support
was the primary factor to enhance student’s BCT English achievement in downtown
districts.
This study found that students’ family from downtown districts with superior
iii
background and characteristics had better performance on BCT English achievement
while there was not such a factor to support students from uptown districts. As to
student’s personal effort, the uptown-downtown difference only appeared when student’s
effort was insufficient. Pedagogical implications suggested that teachers attempt to
promote students’ motivation in learning English so as to increase students’ learning
effort and achievement.
Abstract (Chinese Version) ...................................................................................................i
Abstract (English Version)...................................................................................................ii
Acknowledgements ............................................................................................................iv
Table of Contents ................................................................................................................vi
List of Tables ......................................................................................................................ix
List of Figures.....................................................................................................................xi
CHAPTER ONE Introduction 1
Background and Motivation ............................................................................................1
Statement of the Problem ................................................................................................4
Purpose of the Study........................................................................................................6
Research Questions..........................................................................................................6
Significance of the Study.................................................................................................8
Limitations of the Study ..................................................................................................9
Definition of Terms..........................................................................................................9
CHAPTER TWO Literature Review 11
Tainan’s Urban-Rural Divide ........................................................................................11
Uptown-Downtown Divide ...........................................................................................14
Current Government Approaches to Narrowing the Gap Between Urban and Rural
Education-The Areas of Educational Priority Project ...............................................15
vii
Research on the Urban-Rural Divide.........................................................................18
Learning Achievement Gap Among Junior High School Students ...........................21
Studies on English LearningAchievement in Taiwan...................................................25
CHAPTER THREE Method 27
Research Design ............................................................................................................27
Pilot Study .....................................................................................................................28
Participant of The Pilot Study........................................................................................29
Information Gathered ................................................................................................30
BCT Grades Collection and Analysis ........................................................................30
Expert’s Questionnaire ..............................................................................................30
Questionnaire Formulation........................................................................................30
Participant ......................................................................................................................31
Instrument ......................................................................................................................31
Data Collection..............................................................................................................33
Data Analysis .................................................................................................................34
CHAPTER FOUR Results 36
Response Rate................................................................................................................36
Demographic Data.........................................................................................................37
Reliability ......................................................................................................................39
Research Findings..........................................................................................................40
The BCT English Test Score of Junior High School Student in Tainan City in 200940
Predicting The BCT English Achievement of Tainan’s Junior High School Student41
viii
Predicting Student’s BCT English Achievement in Uptown Areas...........................43
Predicting Student’s BCT English Achievement in Downtown Areas......................46
CHAPTER FIVE Discussion, Conclusions and Recommendations 50
Summary of Research Findings.....................................................................................50
Discussion.....................................................................................................................51
Uptown-downtown Achievement Gap on The BCT English Achievement Among
Tainan Junior High School Students..........................................................................51
The BCT English Achievement for Tainan Junior High School Student .................52
Conclusions ...................................................................................................................55
Pedagogical Implications...............................................................................................56
Recommendation for Future Research ..........................................................................57
REFERENCE ....................................................................................................................58
APPENDIXES 61
Appendix A Junior High School Students’ BCT Questionnaire (Chinese Version) .............61
Appendix B Junior High School Students’ BCT Questionnaire (English Version) ............65
Chang, S. M. (2005) English learning among urban and rural elementary school students.
Unpublished master’s thesis, Leader University, Tainan, Taiwan.
Chang, Y. J. (1997). A Study of English Learning Motivation and Strategies in Relation to
the English Learning Achievement of Junior High School Students in Taiwan.
Chang, W. C. (2003) Improvement approaches and bi-modal trends on the English
section of the middle school BCT.
Chen, P. P. (2006). Aboriginal EFL Learners’ Attitudes, Perceptions And Beliefs Of Communicative
Language Teaching In Particularly Remote Area In Taiwan, 20, 75-84. Unpublished master’s
thesis, Leader University, Tainan, Taiwan.
Chen, Y. J. (2010). The Relationship between Elementary School Students' Learning
Motivation, Learning Environment, and Learning Achievement.
Chen, Y. P. (2004). Family Influence to Learning Achievement, 65-80.
Hsieh, M. C. (2007). A Study on the Relations among English cram school, English
Learning Attitude and English Learning Achievement of Junior High School
Students- A case study of Chung-Cheng Junior High School. Unpublished
master’s thesis, National Kaohsiung Normal University, Kaohsiung, Taiwan.
59
Hsu, L. H. (2004). The relation of Learn Effectiveness and location, 45-60.
Huang, C. W. (2009). 嘉義市中學生英語學習態度、英語學習動機與英語學習策略之
關係研究[A study of the relation of English learning attitude, English learning
motivation and English learning strategy of Junior High School Student in Jiayi
City] Unpublished master’s thesis, National Chiayi Normal University, Chiayi,
Taiwan.
Huang, I. Y. (2009). A Study on the Roles of Parents’ Background and Location of
science in Math Academic Performance among Primary School Students, 129-140
Huang, S.C. (2001). A Study of Related Factors of Junior High School Students-Learning
Adjustment, 34-40
Huang, S. L. (2005). The Rural-urban Gap of English Learning Achievement, 25,27,32.
Huang, Y. S. (2008). A Study on the Relations among Family Cultural Capital, English
Learning Attitude and English Achievement of Junior High Students,33-56
Johnson, Jerry (2010). The Rural Dropout Problem: An Invisible Achievement Gap.
Journal, Rural School and Community Trust, United States of America
Lee, M. H. (2004). The Influence of Rural and Urban Difference of School and Student’s
Family Social-economic Status to Digital Difference—Case Study to Junior High
School, 30,35, 64-73.
Lee, P. L. (2004). The Analysis on the Basic Competency Tests for Junior High School,
75-85
Lee, Y. L. (2010). A Study on the Relationships among English Cram School, English
Learning Anxiety and English Academic Achievement of the Ninth Graders in
Taichung County. Unpublished master’s thesis, National Changhua University of
60
Education, Changhua, Taiwan.
Pan, M. J. (2010). Urban-Rural Differences on The Grades of Basic Competence Test for
Junior High School Students -Case Study of Tainan City. Unpublished master’s
thesis, Leader University, Tainan, Taiwan.
Shen, M. C. (2005). The Relationship between Beliefs about Language Learning and
Learning Strategy Use of Junior High School Students in Remote Districts, 64-70
Tao, Y. T. (2006). A study of the connection between middle school science scores and
student backgrounds, school size, and urban/rural factors -based on 2003 TIMSS
data.
Tsai, K. C. (1998). The Urban-rural Difference of Elementary Education. Psychological
Publishing, Taiwan, 23-25
Tsai, P. Y. (2008). The influence of the urban-rural divide on learning achievement
among middle school students.
Yang, Y. C. (2008). A case study of the effects of how the gap in educational resources
between urban and rural areas affects learning achievement.
Wu, C. J. (2006) Differences in public education opportunities among Taiwan’s cities.
QRCODE
 
 
 
 
 
                                                                                                                                                                                                                                                                                                                                                                                                               
第一頁 上一頁 下一頁 最後一頁 top