The Critical Factors of Learning Achievement for the New Immigration Children -A Case Study of Public Elementary School in Taoyuan County

• Main Authors: Shu-Chen Chiu, 邱淑貞
• Other Authors: Shih-Tong Lu
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/28evzx

碩士 === 開南大學 === 商學院碩士在職專班 === 100 === According to Statistics Bulletin 2010 by Ministry of the Interior, the newborns from immigrant brides account for 14% of the total ones in Taiwan. What’s more, the ratio of the children from immigrant brides to those from locals is being on the rise and may reach a high of 33% for the first graders in 2011, indicated by the Directorate General of Budget, Accounting and Statistics (DGBAS) of Executive Yuan. Hence, the new immigrant children’s learning and adapting in elementary schools would be too important to be neglected by the educational authorities. Therefore, it is necessary to take a look at the new immigrant children’s learning achievements in the main subjects to get a general idea of their learning. The researcher aims to explore the factors which affect the new immigrant children’s learning achievements, and then propose the strategy to improve their learning. Finally, based on the study results, the researcher is to offer suggestions to help make strategy and promotion in these children’s learning achievements. The researcher got the factor structure by going through the literature, consulting experts and implementing pre-test questionnaires. The structure included three dimensions:the individual, the family and the school, with five factors for each dimension. A systematic approach with linguistic variables and grey relational analysis was employed to assess the relative importance and priority of these factors by investigating fifty-one new immigrant children of a public elementary school in Taoyuan County. After calculating, sorting, and correlation analysis of the data, the researcher obtained the top two factors of each dimension. For the individual dimension A, the congenital capability and the communicative competence were the tops. For the family dimension B, the educational expectation of family and the learning environment of family topped the factors. For the school dimension C, the teaching efficiency of teachers and the environment and resources of campus were more important than others. Besides, out of the 15 factors, the top five factors were “teaching efficiency of teachers” in dimension C, “congenital capability” in dimension A, “environment and resources of campus” in dimension C, “educational expectation by family” in dimension B and “learning environment” in dimension B. As a result, these three dimensions are very important. The researcher hopes the conclusions will provide teachers, follow-up researchers and educational authorities with useful reference materials.