英文摘要 |
The purpose of this study is to explore the differences in the learning achievements of the ninth grade economically disadvantaged and advan¬taged students in eight domains, as well as the impact of self-education expectations and family learning resources on learning achievements, us¬ing the data from the survey database of junior high school students in Keelung city. Among them there were 268 and 105 economically disad¬vantaged and advantaged students respectively. After Hotelling T2 and regression analysis, the conclusion showed that economically advantaged students have significantly higher learning achievements in Chinese, Eng¬lish, mathematics, nature, society, health and sports, and comprehensive fields than economically disadvantaged students, especially in English learning, while economically disadvantaged and advantaged students had no significant difference in academic achievement in the fields of arts and humanities. The self-education expectations and home learning resourc¬es of the economically disadvantaged students can improve the learning achievements of the eight areas, and the self-education expectations of the economically advantaged students can also improve the eight learn¬ing achievements, but the home learning resources only had a significant impact on the English learning achievements, had no significant effect on learning achievement in other domains. The characteristic of this study was that there were significant differences in the learning achievements of economically disadvantaged and advantaged students in the seven do¬mains, but there was no significant difference in the learning achieve¬ments of the arts and humanities. The home learning resources and self-education expectations of economically disadvantaged students were very important for the improvement of academic achievement, especially the self-education expectations. Although the self-education expectations of economically advantaged students still had an effect on improving aca¬demic achievement, family learning resources were affected by the effect of resource saturation and cannot improve academic achievement. These conclusions provided references for schools, teachers, and students to re¬duce the learning achievement gap between economically disadvantaged and advantaged students. |