A Study of Learning Effectiveness And Self-Efficacy between Students from Direct And Non-Direct School Entrance into Comprehensive Junior-Senior High School - A Case Study of Taipei Municipal Nan-Gang High School
碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 106 === This study aims to explore the differences in learning effectiveness and self-efficacy between Students from direct and non-direct school entrance into comprehensive junior-senior high school by studying students from Taipei City Nangang High School.The mai...
| Main Authors: | , |
|---|---|
| Other Authors: | |
| Format: | Others |
| Language: | zh-TW |
| Published: |
2018
|
| Online Access: | http://ndltd.ncl.edu.tw/handle/qye8w5 |
| Summary: | 碩士 === 淡江大學 === 教育科技學系數位學習在職專班 === 106 === This study aims to explore the differences in learning effectiveness and self-efficacy between Students from direct and non-direct school entrance into comprehensive junior-senior high school by studying students from Taipei City Nangang High School.The main purpose is to understand：
(1)Differences in average scores of chinese， english， mathematics and semesters in the first four semesters of high school students for different admissions pipelines.
(2)Differences in self-efficacy between students of different admissions channels.
This study was conducted using secondary data analysis and questionnaire surveys. Analyze the results of the four semesters of students .The Nangang High School Self Efficacy Scale as a research tool ，with 923 valid sample questionnaires.
Performance data and questionnaire data using descriptive statistics and independent sample T test.The conclusions obtained are as follows：
(1)Here are significant differences in student performance in the first semester for different student enrollment channels， and four semesters during school.The performance of the study is not significantly different between the Department of Chinese Language and English.
(2)There is a significant difference in the average grades of mathematics and semesters among students of different admissions pipelines.
(3) Students with different admission channels have significant differences in self-efficacy.
(4) Students in different admissions pipelines have significant differences in the two aspects of “self-efficacy”: “completed studies” and “willing to learn”. Students from non-direct school
entrance significantly higher than students from direct school entrance，and the "achievement goal" and "physiological status" are not significant differences.
|
|---|