A Study of Junior High Students’ Learning Disturbances and Learning Attitudes Toward the Implementation of Diversified Admission Program to Senior Vocational High Schools

• Main Authors: Dinq-Bang Sheu, 許定邦
• Other Authors: Chu-Hsun Kuo， Ph. D.
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/22740969202705395629

碩士 === 國立彰化師範大學 === 教育研究所 === 90 === Abstract The purpose of this study is to analyze the current development of diversified admission program of senior vocational high schools. After putting the program into force, we are trying to find out what’s wrong with the system and to offer solutions to the problems relating to junior high students’ learning disturbances and learning attitudes. The researcher of this study applied documentary analysis, questionnaires survey, and interviews to gather the first-hand research data. The questionnaire was composed of three parts: the background of the students, their learning disturbances and learning attitudes. The subjects were systematically selected from public and private junior high students in Taichung county, Taichung city, Nantou county, and Changhua county. The total valid returned questionnaires were 2,246. The interviewees were included patriarchs, teachers, advisors and administrators to understand the differences of junior high students with different backgrounds in terms of learning disturbances and learning attitudes. The data was analyzed through the methods of descriptive and inferential statistics, means, percentage, standard deviation, t-test, one-way ANOVA, two-way ANOVA, Scheffé’s method, Chi-square and Pearson’s product- moment correlation. The findings of this study are as follows: 1. The junior high students with different backgrounds presented significant differences in terms of learning disturbances. More learning disturbances were found among the male students, second and third graders, public junior high students, and academically disadvantaged students. 2. The five main factors of learning disturbances were: (1) I feel anxiety of future failure in senior high. (2) I feel anxiety about the entrance exams.(3) I often anxiety of poor academic performance. (4) There are too many tests in school. (5) I feel more stressful because of the test of basic educational indicator at junior high school level. 3. The junior high students with different backgrounds presented significant differences in five factors of learning disturbances. 4. The junior high students with different backgrounds presented significant differences in terms of learning attitudes. More positive and favorable attitudes were found among the first and second graders, Taichung city, Nantou county and Changhua county students. 5. Totally, after the implementation of this program, the junior high students have better and positive learning attitudes. 6. The junior high students’ learning disturbances and learning attitudes were negatively correlated. 7. About 90% of the parents and 50% of the teachers are not familiar with the diversified admission program. 8. About 70% of the interviewees think that after the implementation of this program, the junior high students have more pressure than before. Finally, based upon the above results, the study suggestions for junior high school administrations, teachings and guidance as reference for practices are: 1. To educational administrative authorities: (1) To conduct needed reforms for the diversified admission program and create a batter perspective. (2) To help senior vocational high schools to develop their own characteristics. 2. To schools teachings and administrations: (1) To deepen their understanding of the diversified admission program. (2) To encourage teachers to advance in study and develop their second professions. (3) To pay more attention to the two-way communication between schools and students’ parents, and to get rid of the “ top school myth”. (4) To expand storage of books and reference materials in every library, and to improve the quality and quantity of instructional equipments, and to make good use of them. 3. To schools guidance: (1) To reinforce the publicity of the diversified admission program. (2) To do the surveys of students’ “learning disturbances” and “learning attitudes” routinely. (3) To conduct aptitude tests on newly enrolled students to get a better understanding of their dispositions. (4) To help students develop better peer interrelation among the same generation.