The Study of Relationships among Secondary Teachers’ Teaching Styles, Students’ Learning Motivation and English Academic Achievement - Taoyuan County as an Example

• Main Authors: Wen-Bin Yang, 楊汶斌
• Other Authors: none
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/68457243595872558233

碩士 === 中原大學 === 教育研究所 === 98 === The purpose of this study was to explore the relationships among secondary teachers’ styles, students’ learning motivation and English academic achievement. The samples were ninth-grade students from public secondary schools in Taoyuan County. The return rate was 96.3% and valid samples were 832. The questionnaire was constructed into two subsets: teachers’ teaching styles and students’ learning motivation. The statistics used in this study were chi-square, t-test, one-way ANOVA, Pearson product-moment correlation, stepwise multiple regression and partial correlation. The major conclusions of this study were summarized as follows: 1. Most students perceived their teachers’ teaching styles were teacher-directed style, whereas exploring-learning style was the least perceived by the students. 2. There were no significant differences between teachers’ teaching styles perceived by students with different background variables. 3. There were significant differences of learning motivation between different groups of students with different background variables. 4. There were significant differences of academic achievement between different groups of students with different background variables. 5. There were positive significant correlations between teachers’ teaching styles, students’ learning motivation and students’ academic achievement . 6. Students’ academic achievement could be predicted by teachers’ teaching styles and students’ learning motivation. 7. Students’ learning motivation was a significant mediator between teachers’ teaching styles and students’ academic achievement. Based on the results of the study, some suggestions were proposed for educational administrators, school administrators, and teachers.