Education Reform and the Relevance of Elementary Education Policy Research

• Main Authors: Liu Peng-Chih, 劉邦治
• Other Authors: Xie Ya-Hui
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/07084834920604332386

碩士 === 大葉大學 === 人力資源暨公共關係學系碩士在職專班 === 95 === This research concerns the integration of relevant science and technology information promotion in the educational reform plan for national elementary schools. The primary pur-pose of this research is to discuss the relationship between anxiety and study attitude among elementary students caused by the computer learning integrated with information science and technology. The population sampled in this research consists of sixth grade students in a public ele-mentary school located in central Taiwan. 602 sixth grade students at three schools were randomly selected to participate in this questionnaire survey. 596 questionnaires were re-turned, for a response rate of 99%, and 568 were considered valid. All collected data were analyzed by means of descriptive statistics, t- test, One-way Analysis of Variance (ANOVA), Pearson correlation, and continuous multiple-regression analysis, and other statistical ap-proaches. Results showed that anxiety and learning attitude among sixth grade students in the elementary school differ remarkably by sex, family structure, parental socioeconomic status and computer usage rate. No significant difference was found with regard to the location of the computer, whether at home or at school. There is a perceptible difference in computer anxiety among differing ethic groups, but for study attitude, no significant difference was found. Both computer anxiety and integration with the information science and technology in the study attitude of the elementary sixth grade students presented a highly inverse correla-tion. The greater the computer anxiety of the students, the worse the learning attitude they present when facing integration of information science and technology. The seven different variables mentioned above account for 27% of the variance in pre-dicting attitudes toward integration of information science and technology into schools, giv-ing the results low predictive value.