Investigating the Feasibility of Using Student''s In-school Performance as an Entrance Competition Indicator for Enrollment Excess in the 12-Year compulsory Education

• Main Authors: Tsung-Che Wu, 吳宗哲
• Other Authors: Li-ming Chen
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/97151345405920399117

碩士 === 國立中山大學 === 高階公共政策碩士班 === 104 === This study aimed to analyze the feasibility of using school grades in the exam-free enrollment of the 12-year compulsory education. Focusing on 9th grade students, their parents, and teachers in the Pingtung area, this study conducted a survey research and administered 600 surveys. A total of 420 valid surveys were returned, with a valid recovery rate of 88.42%. The analysis comprised of descriptive statistics and chi-square test, and the results are as follow: 1.“Using school grades” is not supported because of the fairness; however, the professional competence of teachers is not the cause of the unfairness. 2.Participants generally felt that using school grades not only helps in maintaining the professional competence of teachers, but also helps students’ diverse development, improves students’ learning quality, and normalizes teaching in junior high school. About half of the participants agreed that using school grades would alleviate students’ stress in pursuing higher education, while the other half disagreed. 3.Participants felt that if the use of school grades were implemented, it should comprise the 7 learning areas, which would improves students’ learning quality and diverse development. 4.Among the participants, teachers and female participants mainly opposed using school grades, because of the issues of fairness and stress in pursuing higher education. Participants aged over 51 were more concerned about the fairness of using school grades than those under 40. In addition, parents somewhat agreed to using school grades; but parents with educational level higher than university tends to disagree, because of the issues of fairness, stress in pursuing higher education, and junior high school teaching normalization. 5.“Using school grades” has more advantages in improving students learning quality, developing students’ diverse competences, and maintaining teachers’ teaching competence. “Exam-free enrollment” has more advantage in alleviating the stress in pursuing higher education. Both have equal advantages in normalizing teaching in junior high school. Yet, speaking of the principle of equalizing education opportunities, “exam-free enrollment” serves more justice. 6.Participants felt that the biggest problem with “exam-free enrollment” is in improving students’ learning quality; this is especially concerned by female participants. 7.On the issue of “exam-free enrollment,” teachers feel that it cannot alleviate students’ stress in pursuing higher education, facilitate normalizing teaching in junior high school, or improve students’ learning quality. 8.Teachers with master’s degree are more likely to disagree that exam-free enrollment can help students’ diverse development and maintain teachers’ professional competence than those with bachelor’s degree. Finally, suggestions were given in the conclusion to provide reference for future government policy planning, executing and revising.