| Summary: | 碩士 === 中國文化大學 === 青少年兒童福利研究所 === 100 === Abstract
The purpose of this study was to investigate the relationship between students’ learning motivation and learning achievement in Luzhou Junior High School, to discuss the differences among learning motivation and learning achievement based on personal background, as well as to make a prediction to learning achievement by learning motivation .
The instrumentation was composed of three parts, including personal information, learning motivation scale, and learning achievement scale.The population was a total of 3931 Lushou Junior High School students.The statistical methods used to analyze the data were the mean, standard deviation, t-test, one-way ANOVA, Sheffe’s posterior comparisons, Pearson’s correlation analysis, and stepwise multiple regression analysis.The findings of this study are as follows:
1. The distribution of English grade keeps a proper balance.
2. Students’ English learning motivation was at middle level. Students held higher endorsement within the working value orientation.
3. Learning style after class and the number of years of learning English affected students’ English learning motivation.
4. Learning style after class and the number of years of learning English affected students’ English learning achievement.
5. There is a positive correlation between students’ English learning motivation and English academic achievement.
6. Students’ English learning motivation can positively predict students’ learning achievement.
According to the finding of this study, some suggestions are provided to educational administrative authorities, junior high schools, English teachers, and future studies.
|
|---|
