A STUDY OF LEARNING ADJUSTMENT AND ACHIEVEMENT OF FOREIGNAL SPOUSE-STUDENTS IN ELEMENTARY SUPPLEMENT SCHOOLS IN TAIPEI COUNTY

• Main Authors: HSU,CHIH-CHNG, 許誌清
• Other Authors: LIN,SHIH-LING
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/42175397544996349219

碩士 === 輔仁大學 === 教育領導與發展研究所 === 96 === The purpose of this study was to investigate the learning adjustment and the learning achievement of the foreign spouse-students in Taipei County. 4019 foreignal spouse-students were participated in this study. All of them filled out the “Learning Achievement Scale” and the “Learning Adaptation Scale”. A variety of statistical methods such as t-test, one-way ANOVA, Scheffé post hoc comparison, Pearson’s product-moment correlation, and multiple regression analysis were adopted to analyze the data. The major findings were shown as following: 1. The learning adaptation of the foreignal spouse-students was good. Among all adaptation behaviors: “Learning Attitude” was the best, “Learning Methods” was the worst. 2. The learning achievement of the foreignal spouse-students was good. Among all achievements: “Intelligence” scored the best; and “Ability” was the worst. 3. The learning adaptation of the foreignal spouse-students shows significant variation in original academic background and occupation. 4. The learning achievement of the foreignal spouse-students shows significant variation in nationality, the length of their stay in Taiwan, the grade they are in elementary supplement school, original academic background, occupations, numbers of children and the economy and social status of the family. 5. The learning adaptation and the learning achievement of the foreignal spouse- students showed significant correlation. Among all, “learning adaptation” showed the highest correlation with “ability”. 6. The learning adaptation of the foreignal spouse-students (learning methods, learning habits, learning attitude, learning environment, physical and mental adaptation) could be used as an effective predicator for their learning achievement. Among all, learning method was the major variation factor. According to the findings, implications and suggestions were provided for the educational authorities and the future researches.