A Case Study on Remedial Teaching and Afterschool Program in Taiwan
| Autor: | ENRICHO FIKTORANDO PURBA, 培恩瑞 |
|---|---|
| Rok vydání: | 2016 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 104 This study aims to investigate the implication of remedial teaching in an afterschool program in Taiwan. This case study is conducted in order to see the holistic picture of how the implementation of remedial teaching in an afterschool program in the Yonglin Hope School by conducting an in-depth investigation of the director of Institute for Disadvantaged Students’ Learning (IDSL), Yonglin Foundation, school principal, social workers, and tutors. In addition, this study analyzed those factors affecting academic and social students’ achievement. Moreover, this study evaluated effectiveness of this program based on three basic elements of a quality afterschool program (i.e. Infrastructure elements, partnership elements, and program and practice elements). The principal investigator conducted schools observations, interviews and questionnaire. This qualitative case study is conducted in Yonglin Hope School at National Chung Cheng University (CCU) branch. The interviews addressed to the Director of Institute for Disadvantaged Students’ Learning (IDSL), school principal, social workers, and tutors. The participant and non-participant observation were conducted in 13 partner school. The questionnaire was sent out to investigate tutors’ learning approach since tutors are known as the main actor in this program. This study found that there are two criteria of an effective afterschool program. The first one is it shows a robust evidence of the improvement of students’ achievement after attending an afterschool program and comparing students’ achievement between students who attend an afterschool program or not attending, or comparing two different afterschool program in the for the same expected outcome but different treatment. Secondly, the generalizability of the result of treatment to a specific population has an average achievement or outcome in general. This study found that there are five main factors that support the effectiveness of Yonglin Hope School. They are setting specific goals, having professional development and training, continuous evaluation, class sizes and the last is designed curriculum. The effective ness of the program was supported by five main activities (i.e., remedial teaching, homework assistance, English summer camp, special event and field trips) to improve the students’ knowledge and experience. Furthermore, it was also supported by an integrated and interconnected role of different stakeholders (i.e., Yonglin Foundation, Institute for Disadvantaged Students’ Learning, school principals, social workers and tutors) who played important role to make this program a success. Importantly, tutors as the main actor played the most important role to improve students’ achievements. These results of the study are expected to provide useful recommendations to afterschool programs in Taiwan and Indonesia in order to foster the quality and development of education particularly in remedial teaching in afterschool programs. Therefore, if this program is found effective for students both academically and socially, it will be highly recommended to be implemented in Indonesia in the future if it is applicable. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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