英文摘要 |
For a long time, the differences in the family socioeconomic status (SES) of Taiwanese junior high school students and their learning achieve¬ments in various fields of study have been ignored. This research used the survey database of junior high school students’learning status to explore the differences in learning achievement of junior high school students’family SES in the fields of Chinese, English, mathematics, society, arts, nature, health-sports, and comprehensive activities. In order to under¬stand the differences in the learning achievements of different families’SES in the eight major learning areas, the data were analyzed at inter¬vals of one year, and the learning achievements of 1,234 students from 15 junior high schools in three years in various fields were divided into high, medium, and low family SES. At the third level, through multivari¬ate variance analysis, the conclusions were as follows: students with high, medium and low family SES were in the seventh, eighth and ninth grades of Chinese, English, mathematics, society, arts, nature, and health, re¬spectively. The learning achievements of physical and comprehensive ac-tivities were significantly different, especially in the eight major learning areas, students from high socioeconomic status families have the highest academic performance in mathematics and English than students from low SES families. Clearly, family SES is still an important factor in dif¬ferences in students’learning performance. The contribution of this re¬search lied in the long-term tracking of junior high school students with different family SES, there were significant differences in their learning achievement in the eight major learning areas. Schools, teachers and par¬ents provide children with low SES with appropriate support in learning, to reduce achievement disparities due to SES. In-depth discussion of the conclusions and specific suggestions are put forward. |