The Relationship between Senior High School Students' Learning Time at/after School and Academic Achievement
| Autor: | Shih-Hsien Lin, 林詩舷 |
|---|---|
| Rok vydání: | 2018 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 106 This study uses a questionnaire survey method to gather information about the situation of high school students'' learning time at and after school, and analyzes the relationship between learning time and academic achievement. By purposive sampling, a total of 1285 questionnaires from 17 senior high schools (Grade 10-12) were collected. According to the admission percentile rank (PR), 17 high schools were divided into four groups: the first group (high-PR), the second group (medium-PR), the third group (low-PR) and private schools group. Then, this study uses OLS regression to analyze all samples and grouped samples for the relationship between their learning time at/after school and their GSAT (General Scholastic Ability Test) scores on Chinese, English, and Mathematics. The empirical results show that the number of remedial courses offered by different senior high schools varies greatly, but it can be roughly summed up: Private schools, schools with low-PR and schools outside Taipei-Keelung area tend to hold more remedial courses. Among the various types of remedial courses, all 17 senior high schools offer the Eighth class for Grade 10-12 and the summer session for grade 12. However, only summer sessions and the remedial courses for disadvantaged students have relatively consistent positive effects on students’ academic achievement, and the results of the third group samples are the most significant. In terms of learning time after school, it is found that a large number of senior high school studnts go to cram school, especially those with high-PR. However, only students with low-PR could improve their academic achievement by going to cram school. In all samples, it is found that the more carefully students’ initial ability are controlled, the less significant the relationship between cram schooling and academic achievement is. Finally, the study indicates that the socioeconomic status of parents has in principle determined the type of senior high school that the children enter, and moreover, the GSAT score on English is mostly affected by the socioeconomic status of parents. |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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