國中學生校外英語補習經驗與英語學習態度及學習成效之相關研究

A Study on the Relationship among English Cram School Experience, English Learning Attitude and English Learning Achievement of Junior High School Students

周靜宜(Jing-Yi Chou)

指導教授 ： 陳正婷

中原大學/人文與教育學院/應用外國語文研究所/碩士(2017年)

https://doi.org/10.6840/cycu201700478

摘要

本研究旨在探討國中學生校外英語補習經驗、學校英語學習態度及學習成就的相關性。學生參與英語補習的每週時數、每月學費、補習班大小不盡相同，皆有可能影響學生之英語學習態度及成就。台灣的十二年國教政策啟動，研究者有感於現今國中學生的差異化，希望藉由此研究能對國中教育現場的老師、學生及家長提出建議。
本研究採量化研究的問卷調查法蒐集相關資料及質化研究的訪談法了解學生的想法；抽取基隆市一所市立國民中學，11個班級共309份問卷，進行施測。回收問卷302份，得有效問卷299份，有效率達96%。其中正式參與研究，即參加校外英語補習者為125人，占有效問卷41.8%。量化問卷所獲取的資料以獨立樣本t檢定、單因子變異數分析、Pearson積差相關係數等統計方法進行分析，並以質化訪談紀錄做為研究結果之佐證，其重要結果如下：
一、 有參與英語補習之受試學生英語補習態度與學校英語學習態度皆高於平均值。
二、 有參與英語補習之受試學生學校英語學習成就表現為中等偏高。
三、 有參與英語補習之受試學生學校英語學習態度不受校外英語補習與否影響。
四、 有參與英語補習之受試學生學校英語學習成就受校外英語補習與否影響。
五、 有參與英語補習之受試學生學校英語學習態度與英語學習成就呈現中度正相關。

關鍵字

校外英語補習、英語學習態度、英語學習成就

並列摘要

This research aimed to investigate the relationship among junior high school students’ English cram-schooling experience, English learning attitude and English learning achievement in the public school. The weekly hours that students spent in the English cram school, the monthly fee spent in the English cram school, and the size of the English cram schools might affect the result of the English learning attitude and achievement at public school. Therefore, the study results could provide suggestions to teachers and students in junior high school period, and even for the parents of the students.
The data were collected through questionnaires and interviews to investigate the situations. This research is set in a municipal junior high school with 309 questionnaires sent. The valid responses numbered 299; thus, the effective response rate was 96%. Among the subjects in this research, 125 participants participated were studying in English cram schools which stands 41.8% of the total participants. The researcher uses independent sample t-test, one-way ANOVA test, Pearson correlation methods to analyze the results. The interview transcripts are analyzed for providing more in-depth insights behind the quantitative results. The major findings are:
1. The English learning attitude towards English cram schools and the public school English course of the participants who had been studying in English cram schools are both above the average scores.
2. The English learning achievement of the participants who had been studying in English cram schools are in the intermediate level to high level.
3. The English learning attitude of the participants who had studied in English cram schools are not affected by the English cram-schooling experience.
4. The English learning achievement of the participants who had been studying in English cram schools are raised by the English cram-schooling experience.
5. The English learning attitude and English learning achievement of the participants who had been studying in English cram schools are positively and moderately correlated.

並列關鍵字

English cram-schooling, cram-schooling, English learning attitude, and English Learning achievement.

參考文獻

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