國中生英語補習、家庭英語學習資源與英語學業成就之關係研究

NHUIR > College of Social Sciences > Department of Applied Sociology, The M.A. Program of Sociology > Disserations and Theses(M.A. Program in Sociology of Education) > Item 987654321/22863

Please use this identifier to cite or link to this item: http://nhuir.nhu.edu.tw/handle/987654321/22863

Title:	國中生英語補習、家庭英語學習資源與英語學業成就之關係研究
Other Titles:	A Study on the Relationships among Junior High School Students' English Supplementary Education, Family English Learning Capital and English Academic Achievement
Authors:	羅梅香 Lo, Mei-hsiang
Contributors:	教育社會學研究所翟本瑞 Ben-ray Jai
Keywords:	英語學業成就;家庭英語學習資源;英語補習 family English learning capital;English academic achievement;English supplementary education
Date:	2007
Issue Date:	2015-08-06 16:55:43 (UTC+8)
Abstract:	本研究主要目的在探討國中生英語補習、家庭英語學習資源與英與學業成就之間的關係。本研究採問卷調查法，研究對象為台南縣公私立國三學生，樣本人數共509人，採描述性統計、獨立樣本t檢定、單因子變異數分析、卡方檢定、皮爾遜積差相關、多元迴歸等方法進行分析。研究結果如下：　一、國中女學生的家庭英語學習資源「文化資本」方面明顯高於男學生。二、就讀私立學校之國中生的英語學業成就高於公立學校國中生。三、國中生女學生的英語學業成就高於男學生。四、國中生家庭英語學習資源中的「財務資本」和「家庭內社會資本」愈豐富，其參加英語補習年數就愈長。五、國中生參與英語補習的年數愈長，其英語學業成就愈高。六、國中生家庭英語學習資源愈豐富英語學業成就會愈高。七、國中生之背景變項、校外英語補習、家庭英語學習資源對英語學業成就具有預測效果。具正向顯著影響的背景變項包含「公私立」、「性別」、「家庭總收入」，其他分別是「英語補習年數」>「語言互動」>「家庭內社會資本」。　　The main purpose of this study was to investigate the relationships among junior high school students' English supplementary education, family English learning capital and English academic achievement. 509 participants in the third grade of public and private junior high school in Tainan completed the English Supplementary Education and Family English Learning Capital Questionnaire and the English Academic Achievement Test. The data was analyzed with descriptive statistics, t-test, one-way ANOVA, x²; analysis, Pearson product-moment correlation, and multiple stepwise regression. The results were summarized as the following: 　(1) Female students' cultural capital in family English learning capital was apparent more than male students'.(2) Private students' English academic achievement was manifest higher than public students'. And female students' English academic achievement was significant higher than male students'.(3) The more financial capital and social capital in the family junior high school students possessed, the longer time they participated the English supplementary education.(4) Junior high school students who had more family English learning capital took part in the English supplementary education for longer time and they could get higher English academic achievement.(5) The background variables, English supplementary education and family English learning capital were significant predictors for students' English academic achievement, including public or private school, gender and family total income; otherwise, the factors were years of English supplementary education>language interaction>social capital in the family.
Appears in Collections:	[Department of Applied Sociology, The M.A. Program of Sociology] Disserations and Theses(M.A. Program in Sociology of Education)

Files in This Item:

File	Description	Size	Format
095NHU05665005-001.pdf		2559Kb	Adobe PDF	876	View/Open
index.html		0Kb	HTML	216	View/Open

Loading...