A Study among Learning Disturbance Type Academic Achievement and Learning Satisfaction of Remedial Instruction for Junior High School Students in Changhua County

• Main Authors: Lu,Shu Chen, 呂淑禎
• Other Authors: 陳智凰
• Format: Others
• Language: zh-TW
• Published: 2015
• Online Access: http://ndltd.ncl.edu.tw/handle/ujqp32

碩士 === 僑光科技大學 === 國際貿易研究所 === 103 === Abstract This study discuss the relative situations of the learning disturbance and academic achievement as well as learning satisfaction of remedial instruction for junior high school students in Changhua. The research is mainly conducted with the questionnaire survey procedure, based on the self-made questionnaire, named “Questionnaire that Surveys Learning Disturbance and Academic Achievement as Well as Learning Satisfaction of Remedial Instruction for Junior High School Students in Changhua County.” The object of study was set to be the third graders in the junior high school, with 176 samples, and the collected data was analyzed with proceeding statistic analyses, including T-test, Analysis of Variance, Factor Analysis and Cluster Analysis. The questionnaire concluded the following information: 1. The learning disturbance of these surveyed students differed remarkably because of the education levels of and the discipline given by the main caregivers. 2. The learning disturbance of the students received remedial instruction could be divided into four categories: inner sentiment disturbance, campus life disturbance, non-sensibility disturbance, and family environment disturbance. 3. In the situation of α=0.1, there was diversity in academic achievement of the subject, math, with the better performance of the students with non-sensibility disturbance, while the worse performance of those with campus life disturbance. 4. There was no difference in the learning satisfaction of remedial instruction among the four groups above. Key words: Remedial Instruction, Learning Disturbance, Academic Achievement, Learning Satisfaction