| Summary: | 碩士 === 南華大學 === 應用社會學系教育社會學碩士班 === 107 === In the change of social structure and the general improvement of education level, and the fertility rate is decreasing year by year, parents' requirements for after-school tutoring classes are not only to provide a safe environment, but also to share the burden of parental work. The importance of the after-school tutoring class, in addition to the function of caring for school children and providing childcare, it has also continually added a variety of talent and curriculum enhancement projects, replacing simple after-school care and development. The structure of a multi-style after-school tutoring class.
The scope and object of this study are the parents of three primary schools in Xiqiao District, Taichung City, who are attending after-school tutoring. They mainly discuss the influence of parents' motivations on after-school tutoring classes on the characteristics of after-school tutoring. The purpose of the study includes: 1. Understand the current situation of the primary school children in Xitun District and participate in after-school tutoring classes. 2. Analysis of parents' motivations. 3. Analysis of the traits of after-school tutoring. 4. Analysis of the influence of parents' motivation on the traits of schoolchildren after attending after-school tutoring. The tools and techniques used in this study were statistically analyzed through questionnaires, and statistical methods were used to include descriptive statistics, correlation analysis, and multiple regression.
The results of this study are as follows:
First, Analysis of the background information of schoolchildren's family background, 61.1% of the children attending the home after school, and the number of days after class is the maximum number of days of weekly tutoring for 5 days, 5 days of tutoring per week and the number of days of parents going to work each week. same.
Second, Parents' motivation analysis, to improve the child's ability average is 3.62 as the main factor of parental motivation, the average schoolwork is 3.50, the family factor average is 3.31 as a secondary factor, and the social pressure average is 2.85 with children. The average number of motivations is 2.72, which is below the median.
Third, he trait analysis of the after-school tutoring class, the average equipment and environment is 4.15, which is the most important factor for parents to choose the after-school tutor traits. The average service and administration is 3.63, the average number of teaching and faculty is 3.60, and the brand. With an average price of 3.54 and a marketing and information average of 3.13, the five items are in the middle.
Fourth, the parents' motivations predict the traits of the children's after-school tutoring classes to a significant level, with the ability to improve children's ability as the main predictor. The motivational factors for parents to participate in after-school tutoring classes have reached a significant level of predictive power for the after-school tutoring syllabus and teacher, service and administration, equipment and environment, marketing and information, brand and price.
Finally, based on the research results of this study, we will make recommendations to relevant education units and parents of schoolchildren, and the relevant authorities responsible for management will strengthen the differences between the after-school tutoring classes and after-school care classes, so that parents and schoolchildren can have legal regulations. And protection, at the same time recommend parents, seriously explore the characteristics of children, maintain a good communication channel, and follow the development of appropriate.
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