A Study of English Proposition and Learning Effectiveness of the 5th and 6th Grade Students ~Based on Yilan County

• Main Author: 劉楷煒
• Other Authors: 段昌國
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/31152470485012984765

碩士 === 佛光大學 === 未來學系 === 101 === The purpose of the study is to (a) understand the result of the 5th and 6th grade students in English tests that have same connotation written of different propositions, (b) whether the student’s background variables have different effects on test scores, and (c) to explore the relationship between academic achievement and test scores. To hope the result of the study can be useful for future teaching. The English Tests were designed by researcher and constructed with true-false items, multiple-choice items and matching items. The samples of this research were composed of 588 5th and 6th grade students in six elementary schools of Yilan County. The data was analyzed through statistic methods, including “Descriptive Statistic”, “Independent samples T test”, “One Way ANOVA”. The results of the study are summarized as follows: 1. With the identical connotation in English tests, the results of the different propositions are not the same. Students get the highest average score in English test is matching items, the second is true-false items, and the lowest is multiple-choice items. When it comes to grouping with academic achievement, Group A get the highest score in matching items, multiple-choice items subordinates and true-false items minimum. Group B, C, D, and E get the highest score in true-false items, multiple-choice items subordinates, and matching items minimum. 2. Different background variables that may affect the English test scores. On gender variables, the 5th and 6th grade female students perform better than mostly male students in true-false items, multiple-choice items and matching items. However, there’s no significant difference on gender in some parts of the test. On grade variables, the 6th grade students have better test score than most of the 5th grade students. However, there’s no significant difference on grade in some parts of the test. 3. Different academic groups are varying in tests results. The test score of Group A is better than Group B, C, D and E. The test score of Group B is better than Group E. However, there’s no significant difference of test score between other Groups.