並列篇名 |
The Correlation Among Family Learning Resources, Parental Support, Teacher Support, Self-efficacy, Cooperative Learning and Reading Learning Achievement: Evidence from 2018 PISA Data |
英文摘要 |
Based on the 71 national data construction models participating in the Programme for International Student Assessment, this study exam-ined the correlation among students' reading learning achievement of 25, 50, 75, 95, family learning resources, parental support, teacher support, self-efficacy, cooperative learning and reading learning achievement. The conclusions were obtained: 1. Reading learning achievement was a per-centage of 25, 50, 75, 95 students of the family learning resources, reading learning achievement was higher. 2. Reading learning achievement for the percentage grade 25 students' parents support the higher, the bet-ter the learning achievement, but the higher the parents' support of 95 students, the lower the learning achievement. 3. The higher the teacher support of 75 students with reading learning achievement, the better the learning achievement, but the teacher support of 25, 50 and 95 students was not related to learning achievement. 4. The higher the self-efficacy of 50 students with reading learning achievement, the better their learn-ing achievement, while the self-efficacy of students with 25, 75 and 95 percent rank was not significantly related to their learning achievement. 5. There was no significant correlation between cooperative learning and learning achievement of students with reading learning achievements of 25, 50, 75 and 95 respectively. The contributions of this research lied in the discovery that family learning resources were an important factor in reading performance. Schools should understand the learning resources of disadvantaged students to improve their reading performance. |