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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6807

Title: 國民中學三年級學生學習動機與學業成就之研究-以英語科為例
Other Titles: The Relation between learnign motivation and English Achievement in Ninth Grade Stuendts
Authors: 詹雅琪
Contributors: 林素卿
Lin Su-ching
詹雅琪
Zhang Ya-chi
Keywords: 學習動機;學業成就
learning motivation;academic achievement
Date: 2010
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究主要探究國中三年級學生英語學習動機與英語學業成就之相關。首先,探究不同背景變項之國中三年級學生在學習動機與學業成就的差異情形。然後再分析英語學習動機與學業成就的相關情形。最後再探討國中三年級學生之英語學習動機對英語學業成就之預測力。
本研究採問卷調查法,以彰化縣公立國民中學三年級學生為研究對象。本研究的研究工具為「國中三年級學生英語科學習動機與學業成就調查正式問卷」。採用統計方法為描述統計分析、t考驗、單因子變異數分析、積差相關、及多元回歸等。本研究獲得如下結論:
一、國民中學三年級學生的英語學習動機高於平均值。
二、國民中學三年級學生的英語學業成就高於平均值。
三、國民中學三年級學生在英語學習動機因性別、學校規模、家長社經地位、課後學習型態而有顯著差異。
四、國民中學三年級學生在英語學業成就因性別、學校規模、家長社經地位、課後學習型態而有顯著差異。
五、國民中學三年級學生英語學習動機與英語學業成就之間顯著正相關。
六、國民中學三年級學生英語學習動機對於英語學業成就有顯著預測力。
最後根據研究結果提出各項建議,以供實務應用及未來研究之參考。
一、對國中教育主管機關的建議:(一)妥善分配學校教育資源(二)辦理 各項研習活動,促進教師交流與學校資源的分享。
二、對學校的建議:(一)適切的課程規劃(二)完善的行政支援(三)營造良好的學習情境(四)針對低社經地位家長強化親職教育。
三、對英語教師的建議:(一)留意性別的學習差異,製造成功的學習經驗(二)強化教師的專業知能以提升學生的學習動機(三)規劃適性學習
活動。
四、對學生家長的建議:(一)陪伴孩子的學習(二)與學校教師保持良好的互動。
五、對未來研究的建議:對研究對象、研究變項、研究方法、研究工具提出未來研究之建議。
The purpose of this study was to investigate the relationship between learning motivation and English achievement among ninth grade students in Changhua County. First, this study discussed the difference of learning motivation and achievement of ninth grade students based on personal background. Furthermore, this study analyzed the correlation between English learning motivation and English academic achievement. Finally, a prediction which was based on English learning motivation versused English academic achievement was made.
A total of 1241 ninth grade students selected from public junior high schools in Changhua County responded to a set of instruments including the Learning Motivation Scale. The statistical methods used to analyze the data were descriptive statistics, t-test, one-way ANOVA, Pearson’s product-moment correlation, and multiple regression.
The findings of this study were summarized as follows:
1. Academic achievement among these ninth grade students is at a superior level.
2. English learning motivation among current ninth grade students is at a superior level.
3. According to the differences in gender, school scale, family social economic status, and independent learning styles outside the class, there are differences in English learning motivation among ninth grade students
4. According to the differences in gender, school scale, family social economic status, and independent learning styles outside the class, there are differences in English academic achievement among ninth grade students
5. There is a positive correlation between ninth grade students’ English learning motivation and English academic achievement.
6. There is an important prediction for English academic achievement in ninth grade students’ English motivation.
Finally, some suggestions for educational administrative authorities, junior high schools, English teachers, parents, and future studies.
Appears in Collections:[教育研究所] 博碩士論文

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