Study of life and school adjustment of junior high school students in Tsyr-huei classes in Taiwan

• Main Authors: Lee, Hsiao-Ching, 李曉晶
• Other Authors: Lin, Shih-Hu
• Format: Others
• Language: zh-TW
• Published: 2002
• Online Access: http://ndltd.ncl.edu.tw/handle/45675952424795691875

碩士 === 國立花蓮師範學院 === 國民教育研究所 === 90 === A study of life and school adjustment of junior high school students in Tsyr-huei classes in Taiwan Abstract The Tsyr-huei classes are the dropout prevention programs of junior high school in Taiwan. They provide students, who may have been dropout or may have the dangerous factors to dropout, with skill curriculum, dormitory, counseling oriented curriculum and food. According to their school model and spirits, scholars in Taiwan classify Tsyr-huei classes as schools within a school of alternative education in America. Tsyr-huei classes can be divided with three different types. Type one is totally independent, which has its own school campus but shares the administrative resources with the mother school. The second type is partly independent, which shares the campus and administrative resources with mother school but the classes have their own teaching schedule. Type three is a combination type, students of Tsyr-huei classes attend all the curriculum in regular class in day time, but students attend the special curriculum of Tsyr-huei classes at night. The main purpose of this study was to understand the situation and the school adjustment of students in different types of Tsyr-huei classes. As to the process of study, the researcher collected data through participant observation and questionnaire survey. The sample in this study has been taken from six of seven Tsyr-huei classes in Taiwan. There were 254 valid samples. Statistical techniques of this research included frequency distribution, percentage, mean, standard deviation, t-test and one-way ANOVA. Major findings are as follow： 1. Life situation of students in Tsyr-huei classes: Tsyr-huei classes have both positive and negative influences on students. 1﹚ Positive influences Students agree the positive influences of Tsyr-huei classes, included learning some skills﹙65.2%﹚, making a lot of friends﹙58.7%﹚, releasing the economic burden of family﹙58.3%﹚, making life in order﹙57.7%﹚, taking extra curriculum﹙50.4%﹚,being cared by others﹙46.5%﹚, making progress in study﹙30.3%﹚, others﹙19.3%﹚and no house work. Only 2% think Tsyr-huei classes are not helpful. 2﹚Negative influences Students agree the negative influences of Tsyr-huei classes, included worrying about less time getting along with their family, being influenced by bad students in Tsyr-huei classes, not adjusting to the rules of Tsyr-huei class, getting lower grades, being teased by peers in Tsyr-huei classes, being despised by teachers and students in regular classes. But almost 29.9% students in Tsyr-huei classes think there is nothing to worry. 2. School adjustments of students in Tsyr-huei classes: 1﹚ School adjustments of students in the combination type are better than the other types . 2﹚ Female students’ school adjustments are better than male students’. 3﹚ The relationship between teachers and students of seventh grade is better than that of ninth grade. 4﹚ Students who haven’t dropped out get better school adjustments than those who have dropped out. 5﹚ Native students like to go to school more than non-native students do. 6﹚ SES﹙Social economics status﹚and family structure don’t effect their school adjustment. Implication of these results discussed and suggestions for future research are given. Key words：Alternative education, Tsyr-huei classes, Dropout prevention, School adjustment of junior high school students