A Study on Difference in Academic Achievement and Learning Adaptation between Students from Direct School Entrance and Students from Admission via Registration in Complete High Schools-- A Case Study of Hsin-Chu Municipal Cheng-Te High School

• Main Author: 蔡雅雅
• Other Authors: 鄭淵全
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/81951522984325568489

碩士 === 國立新竹教育大學 === 人力資源發展研究所 === 97 === The purpose of this research was to explore the difference in academic achievement and learning adaptation between students form “direct school entrance” and students from “admission via registration” in complete high schools. The research takes Hsin-Chu Municipal Cheng-Te High School as a case study, and the objectives of the thesis are: (1) To explore the differences in academic achievement between students from direct school entrance and students from admission via registration. (2) To analyze the commonalities and differences in learning adaptation between students from direct school entrance and students from admission via registration. (3) To explore the relationship between the academic achievement and learning adaptation of students from direct school entrance. (4) To estimate the outcomes of the direct school entrance policy in Cheng-Te High School and to offer more effective teaching and consulting methods for students from direct school entrance. To attain the above objectives, the research was conducted through literature reviews and data survey. 25 freshmen from direct school entrance and 25 freshmen from admission via registration at Cheng-Te High School were taken as the research objectives. The research tools for academic achievement were the students’ grades in 2 mid-term exams and 1 final exam in the first semester of the 2008 school year, including their total grades and grades for Chinese, English, math, history, and chemistry classes. The research tool for learning adaptation was “the learning motivation questionnaire” by Lai Bau-Zhen, 1994. The data of the research was analyzed by SPSS 12.0 software, which included descriptive statistics, t-test, and Pearson’s correlation analysis. The findings of the research were as follows: 1. No significant differences in the academic achievement between students from direct school entrance and students from admission via registration were found. 2. No significant differences in learning adaptation between students from direct school entrance and students from admission via registration were found. 3. Positive and moderate relation between the academic achievement and learning adaptation of students from direct school entrance was found. The results of the research are discussed to attain the goal of making complete high schools transformed into community schools through the policy of direct school entrance. Teaching and consulting methods in school are suggested as well to make the studying environment even better.