A Study of the Implementation and LearningSatisfaction of the Vitalized English Curriculum on the Elementary School Senior-Grade Students in New Taipei County

• Main Authors: Yu-chun Zheng, 鄭玉春
• Other Authors: Ho chun-Ching
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/x8vtap

碩士 === 國立臺東大學 === 進修部暑期課程與教學碩專班 === 100 === The purposes of this study are to explore the current status and learning satisfaction of the vitalized English curriculum on the elementary school senior-grade students in New Taipei County and to compare the different status of implementation and learning satisfaction of the vitalized English curriculum with background variables of the students. The study used a self developed questionnaire to do survey research. By using proportional sampling, 796 valid samples were returned. The data were analyzed by descriptive analysis, independent sample t-test, one-way ANOVA, Pearson`s product-moment correlation analysis, and Multiple Regression Analysis. According to the data from questionnaires, the conclusions of the research are listed as follows: 1. The status of implementation of the vitalized English curriculum was high, above the average level. 2. The learning satisfaction of the vitalized English curriculum was medium, above the average level. 3. There was a significant difference on the status of implementation of the vitalized English curriculum among different personal variables--gender, residential area, English scores, and the number of years of English cram school. 4. There was a significant difference on the learning satisfaction of the vitalized English curriculum among different personal variables--grade, gender, residential area, socioeconomic status, English scores, and the number of years of English cram school. 5. The status of implementation and learning satisfaction of the vitalized English curriculum were highly related with each other. 6. The status of implementation of the vitalized English curriculum, grade, residential area, socioeconomic status, English scores, and the number of years of English cram school can predict the learning satisfaction of the vitalized English curriculum. Based on the conclusions, this study proposes some suggestions for educational administration, teachers, and future researches.