The Causal Mechanism of the Urban-Rural Divide in English Academic Achievement of Primary School Students

• Main Authors: Hsieh, Daisy, 謝春菊
• Other Authors: Yih-Jyh Hwang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/60615102577055072707

碩士 === 國立臺東大學 === 教育學系教育研究所 === 102 === This study aims to reveal the differences between urban and rural primary school students in English academic achievement, family English educational resources (including financial, social and cultural capital), and individual psyche factors (including English learning motive, attitude, and anxiety), and understand the causal mechanism that leads to such a phenomenon of urban-rural divide in English academic achievement. Moreover, analyses are conducted to explore the impacts of locations and other variables such as family environment on English learning psyche factors, family educational resources, and learning achievement. This study focuses on primary school students in Taipei City, Pintung City, and rural and remote areas of Pintung County. A total of 1580 grade 6 students, including 810 students from Taipei City, and 770 students from Pintung County participate in this research. Descriptive statistics, chi-square test and regression analysis are performed to analyze the data. The main findings of this study are as follows: Urban students have significantly fewer siblings than rural students, and parents of the former category compare significantly more favorably to those of the latter, in terms of years of education, and annual family income level. The study also shows that a larger percentage of the fathers of urban students are white-collar workers. Consequently, these factors have resulted in urban students