The Analysis of Influence Factors of Pratice Effect on Remedial Teaching: A Case of Taoyuan County Elementary School

• Main Authors: Wang-Li Hsueh, 王麗雪
• Other Authors: Chin-Tsun Shih
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/dw3zby

碩士 === 開南大學 === 商學院碩士在職專班 === 103 === To respond to the practice difficulties of remedial teaching, the remedial teaching practice project divides the practice strategies into five categories: administrative operations, teaching counseling, methods of teaching material, evaluation system, and supplementary measures. The study aims to explore the influence of remedial teaching’s pratice strategy on practice effect. In order to achieve the research purpose, this research first carried out a questionnaire survey. This research takes public school teachers involved with the 2014 remedial teaching project at Taoyuan County elementary school as questionnaire interviewees. During the survey, 427 questionnaires in total were issued, with 409 copies returned. After deducting 49 invalid questionnaires there were 360 valid questionnaires remaining; a return percentage of 84%. Descriptive statistics were then used to describe the population statistic variables from the questionnaire survey. This study uses Cronbach’s α and item-to-total to do reliability analysis, and also adopts confirmation factor analysis, CFA, to be the method for evaluating the study’s construct validity. Both the results of reliability and validity reached acceptable standards. Finally, the Structural Equation Model, SEM, is used to verify the research hypotheses. The empirical study shows the following findings: (1)Administrative operations and practice effect have an obvious positive relationship. (2) Methods of teaching material and practice effect have an obvious positive relationship. (3) Evaluation system and practice effect have an obvious positive relationship. (4) The relationship between teaching counseling and practice effect does not reach a significant positive standard. (5) The relationship between supplementary measures and practice effect does not reach an obvious positive standard, either. This study hopes to bring out some contributions to the education authority as a reference for future remedial teaching practices.