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• Main Authors: GUEI-HUA CHEN, 陳桂花
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/42410641530735357446

碩士 === 中原大學 === 教育研究所 === 96 === The research is meant to discuss the relation among students’ academic performance, learning attitude and the results of The Basic Competence Test for Junior High School Students in English grouping teaching. Quasi experiment design is used as the main methodology in this research with groups, academic examinations and learning attitudes as independent variables and the results of The Basic Competence Test for Junior High School Students as dependent variables. Some ninth graders in one of a junior high school in Taoyuan County are taken as the research sample. They are grouped by their English competence from 2005 summer to 2008 summer, and their academic performance of achievement tests are collected. And the writer designs ‘the Scale of English Learning Attitudes for Students’ in the ninth grade. There are 198 students in the samples; according to their grades, there are 102 students in Group A (High scores), 64 in Group B (Middle) and 32 in Group C (Low scores). The percentage of valid samples for the Scale of English Learning Attitudes for Students is 97.6% while the absent students and the invalid test sheets are excluded. Conclusion 1. According to our samples in this research, grouping, achievement tests and the results of the Basic Competence Test for Junior High School Students are highly related. 2. According to our samples in this research, learning attitudes can be predicted by their groups after students’ being grouped in the subject of English. 3. According to our samples in this research, grouping and the scale of achievement test highly predicts the results of the Basic Competence of Tests for Junior High School Students. 4. According to our samples in this research, the learning attitudes of groups and the results of the Basic Competence Test for Junior High School Students are significant different from those of each group. 5. According to our samples, the pre-tests (achievement tests) and the pro-tests (the Basic Competence Test for Junior High School Students) are significant different in groups.