A Study on the Relationship among the Students’ Perception of Teachers’ Expectation, Explanatory Style and Academic Performance of Elementary School Students

• Main Authors: Ming-Chen Hsieh, 謝旻真
• Other Authors: Mitao Chen
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/xr7449

碩士 === 國立高雄師範大學 === 教育學系 === 97 === The purpose of this study is to explore the relationship among the elementary school students’ perception of teachers’ expectation, explanatory style and academic performance. The method of this study is questionnaire survey. The subjects of this study are 1055 five-graders and six-graders in Kaohsiung municipal elementary school. The subjects are tested with the instruments including Teachers’ Expectation Scale and Children Explanatory Style Scale. The result of the investigation through classification, statistical procedures, discussion, and analysis, reveals the following findings: 1. The degree of the students’ perception of teachers’ expectation and explanatory style of Kaohsiung municipal elementary school’ students is beyond the medium. 2. The students’ perception of teachers’ expectation is related to gender. Girl students’ perception of teachers’ expectation is above boy students’ perception of teachers’ expectation. 3. The students’ explanatory style differs according to grade. The 5th grade students’ explanatory style is significantly better than the 6th grade students’ explanatory style. 4. The elementary school students’ academic performance in Chinese is related to the students’ perception of teachers’ expectation. The higher students’ perception of teachers’ expectation, the better students’ academic performance in Chinese. 5. The elementary school students’ academic performance in Chinese and Mathematics are related to the explanatory style. 6. The elementary school students’ background variables, the students’ perception of teachers’ expectation and the explanatory style may serve as predictors of their academic performance in Chinese and in Mathematics.