| Summary: | 碩士 === 樹德科技大學 === 經營管理研究所 === 106 === Academic scores are usually regarded by parents and teachers as an effective index to evaluate whether a student is active in his/her learning or not. In this work, we use a scientific approach to investigate the relationship among temperament, learning attitude and academic scores for students in primary school. Then we adopt a proper teaching method according to individual student’s temperament and learning attitude to enhance his/her passion and motivation to attain better performance. Five goals are expected to achieve in this work: 1. Investigating current child temperament and variations. 2. Investigating current learning attitude and variations. 3. Investigating the relationship between temperament and academic scores. 4. Investigating the relationship between learning attitude and academic scores. 5. Investigating the mutual effects of temperament and learning attitude regarding academic scores. 6. Investigating the predictions of academic scores when considering temperament and learning attitude. All the above investigations focus on the senior students of primary school in Kaohsiung.
In our research, first, we study related works in order to establish a solid theoretical background. Next, according to our study, we collect relevant information and investigate 312 students during 2016 academic year. Based on their questionnaire survey results of “Child Temperament Assessment Form” and “Learning Attitude Assessment Form”,the data were analyzed with descriptive statistics, one-way ANOVA, Pearson’s Product-moment Correlation, and SEM(Structural Equation Modeling), to verify our assumptions and to induce useful suggestions for future teachings and counseling.The findings of this study are as follows:
1.Regarding gender, for temperament, the activity level of a boy is generally higher than that of a girl and the adaptability of a girls is generally higher than that of a boy. Besides, for learning attitude, the recognition and method of learning of a girl is generally better than those of a boy.
2.Regarding temperament, it reveals significant difference in academic scores among senior students. Furthermore, we find that persistence is a major factor.
3.Regarding learning attitude, it also reveals significant difference in academic scores among senior students. Meanwhile, self-learning attitude, recognition and method of learning also induce significant difference.
4.Temperament and learning attitude are highly positively related.
5.There is no reciprocal effect of temperament and learning attitude on academic academic scores among senior students of a primary school. It means that the associated academic scores do not depend on the reciprocal influence between temperament and learning attitude.
|
|---|
