The research of student’s participation of "Collaboration Plan: Supplemental Educational Services" In Ping-tung county elementary school

• Main Authors: Hsin-kuang Chao, 趙信光
• Other Authors: Ching-jui Chen
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/td64gu

碩士 === 國立屏東教育大學 === 教育行政研究所 === 97 === The research of student’s participation of "Collaboration Plan: Supplemental Educational Services" In Ping-tung county elementary school Abstract The goal of this research is to investigate the student’s participation of "Collaboration Plan: Supplemental Educational Services" in Ping-tung county elementary school. And according to the survey result and research,advancing suggestions and for the teacher and educational administrant makingdecision in the future for"Collaboration Plan: Supplemental Educational Services". To achieve all the purpose mentioned before, this research focused on the students of elementary school student in Ping-tung, and adopts survey research. All the subjects were selected by convenient sampling , focus on 28 elementary school and 510 students and 120 teacher. All material acquired are keyed in the computer and use SPSS14.0 for windows to analyze materials. The process completes by means of statistics methods, “t-test”, “one-way ANOVA”, ‘canonical correlation” and multiple stepwise regression”. Besides, interview materials from nine teachers are concerned. The interview materials are saved in literature forms. According to the analysis of the data, this research has concluded to this conclusion: 1.The after-school learning of elementary schools in Ping-Tung County is mostly held every week after school close. Students will have 2~4 classes each week. Classes are conducted by school teachers mainly, and subjects are based on Chinese language and Math. 2.Class arranging is based on combining class with original class. Though most students participated under school and class-leader request, however, under survey, the participating motive of students is to improve their school grades. 3. Students hold affirmative attitude towards after-school learning program, and they also think the program held by School could provide them positive assistance. Most students don’t feel much pressure burden for attending the program. 4. Students with different background have no significant diversity for after-school learning. Only 4th grade students have significant pressure than 6th grade students. 5. The main problems for this program are low participating motive, lacking multiple programs planning, students’ quality difference, and after-school counseling program could not combine with other school programs. 6. Administrative authority hasn’t set up specified institute to deal with parents, students, and teachers’ discontent, nor set up any institute to enhance the connection with experts, to provide assistance for specific parents or students, and to provide professional service. The plan frame is only based on executers’ opinions, and no any first-line participators opinions to meet parents, students, and teachers’ demand. Key word: After-school support project, after-school learning