A study on the relationship between English supplementary education

• Main Authors: Yang, Wen-Yain, 楊文彥
• Other Authors: 章勝傑
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/51154320397330097035

碩士 === 國立臺東大學 === 教育研究所 === 92 === The purpose of the study was to explore the relationship between English supplementary education and elementary school students’ English academic achievement. The study was intended to investigate the effect of English supplementary education on students’ English academic achievement by taking control of students’ individual and many background variables. The subjects were 255 sixth graders of one elementary school. Data were collected with questionnaires and English achievement test developed by the researcher. Students’ Intelligence Test scores were also collected. Item analysis, factor analysis, descriptive statistics, T-test, multiple regression were used to analyze the data. Major findings are as follows. (1) The average English academic achievement of students who attend English supplementary classes was significantly higher than that of students who did not attend English supplementary classes. Students who attend English supplementary classes possessed more cultural capital and social capital in some aspects. (2) The learning years of English supplementary education was the major predictor of students’ English academic achievement. Students performed better in English academic achievement by attending English supplementary classes in longer time. (3) The father’ education degree could predict students’ English academic achievement. Although the effect of father’ education degree was lower than that of the learning years of English supplementary education, father’ education degree could promote students’ English academic achievement indirectly. (4) Students’ IQ score could predict students’ English academic achievement. The results indicated that the relationship of students’ IQ score and English academic achievement was significant. Students’ intelligence had influence on English academic achievement essentially. (5) Students’ English learning behaviors could predict students’ English academic achievement. Students put more time on learning English by themselves, they would gain better English achievement test scores. Based on these findings, the suggestions are made for elementary school English teaching and future studies.