A Longitudinal Study of Predicting Chinese Phonetic Symbol Learning and Home Literacy Activity to The Elementary School Students’ Academic Achievements

• Main Authors: Chia-jung Ho, 何佳蓉
• Other Authors: Li-chun Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25416979673382511387

碩士 === 國立臺南大學 === 幼兒教育學系碩士班 === 99 === The main purpose of the present study was to probe into the predictive power of Chinese phonetic symbol learning in preschool and home literacy activity to the elementary school students’ academic achievement from first grade to third grade. The research subjects were the first graders from a public elementary school of Kaohsiung County in Taiwan and their parents. The total number of the students’parents filling in the questionnaire was 425, and that of valid questionnaire was 401. The methodology of this study combined survey research and data collection research methods. Instruments of measurement were Questionnaire of Background Information about children of learning Chinese phonetic symbol in preschool and home literacy activity.The main data is School Achievement Test Scores from first grade to second grade.The questionnaire data, analysis and test are undergone by means of the statistic methods such as percentage frequently distribution,univariate analysis of variance, and multiple regression. The results of the present study showed that: I. The long-term influence of the degree and the time spending in learning Chinese phonetic symbol in preschool to the Chinese academic achievement was not great. II. The score of Chinese phonetic symbol learning for 10 weeks could predict the Chinese academic achievement at Grade 1 most. III.The score of preschool home literacy activity could predict the Chinese academic achievement at Grade 1. The score of home literacy activity at Grade 1 was the most powerful predictor of the Chinese academic achievement at Grade 2. The score of home literacy activity at Grade 2 was the most powerful predictor of the Chinese academic achievement at the beginning of Grade 3. IV. IQ has been the predictor of the academic achievement from Grade 1 to Grade 3. SES has already not been the significant predictor when predicting the Chinese academic achievement of grade 1. V. The score of Chinese at Grade 3 was the most powerful predictor of the the score of mathematics and science at Grade 3. From the results﹐we could draw a conclusion that students having learned Chinese phonetic symbol in preschool demonstrated signigicantly higher academic achievement at the beginning of Grade 1﹐but the advantage disappeared at the end of Grade 2. However﹐the variable of having continuing home literacy activity becomes an important factor of effecting the academic achievement at Grade 2 and Grade 3.The students having continuing home literacy activity were confirmed signigicantly higher academic achievement at Grade 2 and Grade 3. The conclusion from this research provides meaningful suggestions to the government education organizations, schools, parents, students,and follow-up study.In the future,teachers may improve their students’ academic achievements by encouraging parents to devote diligently to home literacy activity with their children . Learning Chinese phonetic symbol in preschool is not the main factor to effect the elementary student’ academic achievement.