| Summary: | 碩士 === 國立暨南國際大學 === 課程教學與科技研究所 === 106 === The purpose of this study is to investigate the English cram school experience, English learning attitude and English achievement perception of junior high school students A survey research was conducted with questionnaires. The subjects totaled 878, seventh grades students of junior high school, for this study were sampled from Taichung city . The collected data were analyzed by t-test, one-way ANOVA, Pearson Product-moment Correlation and Chi Square test.
The results are as follows:
1. The present situation of English cram school learning of junior high school students.
(1) Many students’ learning learning years in cram schools are more than five years, and their English scores are higher than the other students.
(2) The English cram school type of junior high school students is.
(3) The students who choose Science and Language cram school got higher English scores of the first 106 semester.
(4) Students’ main motivation of English cram school learning is to upgrade their scores and to build up the ability of English.
(5) Practicing and learning over and over again are the main advantage of English cram school learning.
(6) Spending money on cram school learning and the schoolwork pressure are the main disadvantage of English cram school learning.
2. The of English cram school experience and English learning attitude of junior high school students.
(1) Most of the junior high school students have positive learning attitude on English cram school learning experience.
(2) The rate of negative attitude toward English cram school learning experience is lower.
(3) The students whose socres of the first 106 semester is higher, then, they have posiotive English learning attitude.
3. The English cram school experience on English learning achievement perception of junior high school students
(1) Most of the junior high school students who have English cram school learning experience have higher agreement on English learning achievement perception.
(2) The students who have higher socres of the first 106 semester, they have postive agreement on English learning achievement perception.
(3)The students with English cram school learning experience have better scores on the first 106 semester.
4. When the students have better English learning attitude, their English learning achievement perception is also better.
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