A Study of the Effect of Students’ Background on Their Learning Strategies and Academic Performace in National Taipei University of Technology

• Main Authors: Ming-Shan Wu, 吳旻珊
• Other Authors: Jen-Chia Chang
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/tm2mt9

碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 95 === 　　This study was aimed to explore the relationship among students’ background, their learning strategies, and their academic performance. First, after literature review, a questionnaire“ LASSI: Learning and Study Strategies Inventory” that Lee, Chang and Hung (1991) developed was used to survey with students’ background. Second, the scores of academic performance was according to their last academic year. With a sample size of 1,038 respondents and a response rate of 75.34%, 782 eligible completions were collected for data analysis via frequency distribution, one-sample t test, independent sample t test, one way analysis of variance, two way analysis of variance, Pearson correlation and multiple stepwise regression. 　　Based on the result of this survey, there were six conclusions as follows: 1. The validity was higher than original inventory; 2. Students’ learning strategies should be improved; 3. Students background with female, longer study time per day, father’s involvement and higher socioeconomics had better performance in their learning strategies; 4. Female students in lower socioeconomic had weak test strategy; 5. There were positive relations between learning strategies and academic performance; 6. Variables including motivation, test strategy, time management, learning difficult solution, male, information process and study time under 1 hour per day, can effectively predict academic performance. 　　According to the conclusions, there were two recommendations as follows: 1. For authorities concerned, teachers’ competencies about teaching learning strategies, the tutor system and students’ learning strategies should be improved immediately. 2. Teachers should encourage different students to use different learning strategies according to their background.