A Comparative Study for Learning Achievements of Students Through Diversified-Admission Access to New Taipei Municipal Shulin Senior High School

• Main Author: 白莉芳
• Other Authors: 莊謙本
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/55495599592953525613

碩士 === 國立臺灣師範大學 === 工業教育學系在職進修碩士班 === 100 === The purpose of this study was to explore whether students attending New Taipei Municipal Shulin Senior High School through diverse entrance might have different learning achievements. The main purpose of this research is to understand the differences among students with different background variables in three aspects: (1) Students’ academic performance after enrollment; (2) Students’ performance in the first five semesters in high school and GSAT (General Scholastic Ability Test); (3) Learning satisfaction. This study used secondary data analysis and questionnaire survey to analyze students’ performance in the first monthly exam, the first five semesters, and GSAT. Students’ learning satisfaction questionnaires, with 457 valid samples, were used as a research tool. The hypothesis of this study was verified through descriptive statistics and one way ANOVA of variance. The present study has the following conclusions: 1. On the first monthly exam results: Admission accesses make no difference; however, girls obviously performed better than boys. 2. On the five-semester results at school: students via open admission performed much better than those through registration distribution in the first semester; girls were apparently more excellent than boys in the other semesters. 3. On GSAT results: only those who applied for admission were significantly greater than those through open admission; genders make no difference. Among the five subjects, students through registration distribution only got better grades in Science than those through open admission. As to genders, girls obviously performed better in Chinese, English, and Social Science than boys, while boys apparently got higher grades in Math and Science. 4. On the overall learning satisfaction: admission access and genders make no difference; in the main dimensions, we see no significant difference among admission access; girls are much more satisfied with “curriculum design” than boys. Based on the study results, our suggestions are referred to the relevant personnel.